The First 20 Days of Reading: 1st Grade

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The First 20 Days of Reading: 1st Grade

This pacing guide is intended to be extended, condensed, or modified according to your students’ needs. Please continue to revisit and support all skills and concepts that are introduced in the first few weeks through the balanced literacy model (See attachment).

Our ultimate goal is for students to become proficient in using these skills independently.

As you prepare to implement the First 20 Days of Reading, please keep in mind that it will be necessary to be flexible with your 90-minute reading block. Based on each day’s lessons, you may find you need extended time for one component as you put systems in place. Use your judgment, based on your students’ needs to adjust instructional time dedicated to each balanced literacy component.

Day 5 of each week has been designed to be a day to bring together all of the week’s objectives. This will provide time for both teachers and students to practice and discuss all skills and strategies.

Throughout these 20 days, remember to work-in time for assessments (TPRI, Tejas Lee, DRA, EDL). Students can be pulled for assessments as your class is reading independently and working in centers.

| |

|Read Aloud, Shared Reading, Independent Reading & Literacy Centers |

|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |

|Day 1 |Read Aloud |Readers read and share their |Students learn the rituals, routines,|Chart – Listeners Look Like/Sound |

| |We are all members of a community of |thinking about their reading. |and schedule of Reading Workshop so |Like |

| |readers. | |they can establish consistent meeting| |

| | | |procedures and habits. |Text Selection |

| | | | | |

| |Independent Reading |Our classroom library is organized|Students will explore and learn how |Chart- Our Classroom Library |

| |Introducing the Classroom Library |in a specific way to help us |to maintain their organized classroom| |

| | |select a variety of books for |library. | |

| |Areas to Highlight: |reading. | |Organized classroom library |

| |Browsing Boxes* | | | |

| |Author collections |We are all responsible for taking | | |

| |Genre collections |care of our classroom library. | | |

| |Topic collections | | | |

| | | | | |

| |*Browsing Boxes are baskets of leveled | | | |

| |texts with a variety of genres | | | |

| | | | | |

| |Allow students to practice selecting a | | | |

| |text and returning it to its | | | |

| |appropriate location in the library. | | | |

|Day 2 |Read Aloud |Readers choose books in many |Students will learn that as readers |Text Selection |

| |Readers make their thinking public in a|different ways. |we are capable of thinking in many | |

| |Reading Community |Books can be easy, “just right” or|different ways and sharing their | |

| | |challenging for a reader. |thinking with others. | |

| |Teacher assigns thinking/talking |Readers should choose “just right”| | |

| |partners for “Turn and Talk” during |books most of the time. | | |

| |Read Aloud and/or Shared Reading. | | | |

| | | | | |

| |Allow time for students to practice | | | |

| |this strategy several times with their | | | |

| |assigned partner. | | | |

| | | | |Chart- “Thinking and Talking with |

| |Teacher and students model and practice| | |a Partner” |

| |“Turn and Talk” so they know the | | | |

| |classroom’s routine for speaking and | | | |

| |listening about books. | | | |

| | | | | |

| |*Continue practicing the “turn and | | | |

| |talk” strategy throughout the following| | | |

| |weeks. | | | |

| |Independent Reading |Readers choose books in many |Students use several different kinds |Read Aloud: Leo the Late Bloomer |

| |Choosing a “just right” book |different ways. |of information to help them choose |or Little Louie the Baby Bloomer |

| | |Books can be easy, “just right” or|books. |by Robert Kraus |

| |(Teacher models and students practice) |challenging for a reader. | | |

| | |Readers should choose “just right”|Students think carefully about book | |

| |Teaching Tip: This is a lesson that |books most of the time. |choices. |Use the Goldilocks analogy to |

| |will be revisited and reinforced | | |establish criteria for choosing |

| |throughout the year as children grow as| |Readers have criteria to judge |“just right” books (For an example|

| |readers. | |whether a book is “just right” for |of a criteria chart, see Reading |

| | | |independent reading. |Essentials by Regie Routman, |

| |Teacher models using 3 different | | |Appendix E page A-6 and A-7) |

| |authentic examples that are truly easy,| | | |

| |“just right” or challenging for the | | |Chart – Choosing a “Just Right” |

| |teacher. | | |Book |

|Day 3 |Read Aloud |Readers identify the title, |Students recognize that different |Text Selection |

| |Concepts of Print |author, illustrator, etc., of a |parts of a book offer information. | |

| |Previewing a Book |book and ask themselves ‘What do I|Students will learn that previewing a| |

| | |know now?’ before reading. |book before reading will support | |

| |Teaching Tip: Concepts of print may |Readers have specific ways of |their understanding of the text. | |

| |include title, author, illustrator, |previewing books before reading to|Students will learn how to use | |

| |illustrations, synopsis, etc… |activate prior knowledge, gather |specific strategies for previewing a | |

| | |information, and make connections |book prior to selecting it for | |

| |Teacher discusses concepts of print and|to support meaning of the text. |independent reading. | |

| |models previewing a book. | | | |

| | | | | |

| |Shared Reading |Readers reread text to build |Students will learn the value of |Text Selection |

| |Building Fluency |fluency. |rereading familiar text. | |

| |Independent Reading |Readers choose books in many |Students use several different kinds |Review established classroom |

| |Review choosing a “just right” book |different ways. |of information to help them choose |criteria chart for choosing “just |

| | |Books can be easy, “just right”, |books. |right” books. |

| |Teaching Tip: This is a lesson that |or challenging for a reader. |Students think carefully about book | |

| |will be revisited and reinforced |Readers should choose “just right”|choices. | |

| |throughout the year as children grow as|books most of the time. |Readers have criteria to judge | |

| |readers. | |whether a book is “just right” for | |

| | | |independent reading. | |

| |Literacy Centers |Readers and writers follow |Students learn to refer to and follow|Chart-What do Literacy Centers |

| |Guidelines for Literacy Centers |specific guidelines to work |the classroom guidelines for literacy|Look Like/Sound Like? |

| | |together and help one another do |centers. | |

| |Teaching Tip: |our best learning. | |Create an “I Can” chart for each |

| |Over the next few days you will be | | |literacy center introduced today. |

| |explicitly introducing literacy centers| | |Introduce the Literacy Center |

| |one at a time. The goal for today is | | |icons for each explored center. |

| |to establish procedural systems for | | |Establish and practice a noise |

| |working in centers. Remember, students| | |level system and attention signal.|

| |need to have an opportunity to practice| | |Establish and practice procedure |

| |rotating between centers as well | | |for “What to do if you have a |

| |exploring the centers. | | |question/problem” (i.e., Ask 3 |

| | | | |before me.) |

| |Teaching Tip: Teachers may choose to | | |Students will practice going |

| |introduce one or more centers per day. | | |through the centers introduced |

| | | | |today. |

| |Teacher and students will revisit these| | |Establish and practice the |

| |expectations often and revise as | | |rotation system. |

| |needed. | | | |

| | | | |Guiding Questions: |

| | | | |“What is working well?” |

| | | | |“What needs to be improved?” |

|Day 4 |Read Aloud |Readers identify the title, |Students recognize that different |Text Selection |

| |Review Concepts of Print |author, illustrator, etc., of a |parts of the a book offer | |

| |Previewing a Book |book and ask themselves ‘What do I|information. | |

| | |know now?’ before reading. |Students will learn that previewing a| |

| | |Readers have specific ways of |book before reading will support | |

| | |previewing books before reading to|their understanding of the text. | |

| | |activate prior knowledge, gather |Students will learn how to use | |

| | |information, and make connections |specific strategies for previewing a | |

| | |to support meaning of the text. |book prior to selecting it for | |

| | | |independent reading. | |

| |Shared Reading |Readers reread text to build |Students will learn the value of |Text Selection |

| |Review Building Fluency |fluency. |rereading familiar text. | |

| |Independent Reading |We have specific ways of reading |Students will establish criteria for |Chart – Independent Reading Looks |

| |Enjoying Independent Reading in our |during independent reading time. |quality independent reading. |Like/Sounds Like (Generate |

| |Classroom | | |criteria with students.) |

| | | | | |

| |Teaching Tip: | | | |

| |After reading, select a few students to| | | |

| |share reflections on how they met the | | | |

| |criteria during independent reading. | | | |

| |“How did the criteria help you develop | | | |

| |your reading habits?” | | | |

| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |

| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working |Explain materials and activity. |

| |Centers |each center in order to do their |successfully in one or more literacy |Model the center activity with a |

| | |best learning and thinking. |centers. |student. |

| |Teaching Tip: |Readers and writers keep track of |Students learn that they are held |Provide clear expectations and |

| |As part of your center introduction, |their work in literacy centers. |accountable for doing their best work|procedures using an “I Can” chart.|

| |establish student accountability by | |in literacy centers. |Provide guided practice. |

| |modeling and posting an example of a | | |Provide time for students to |

| |completed student work product. | | |practice independently. |

| | | | |To reinforce successful center |

| |For example, in the Listening Center, | | |experiences for all students, |

| |students may draw a picture or write | | |provide time for students to share|

| |words about the beginning, middle and | | |and self-reflect using the “I |

| |end of the story. | | |Can”. |

| | | | | |

| |For example, in the Writing Center, | | |Guiding Questions: |

| |students may write a letter to a | | |“What is working well?” |

| |friend, teacher, parent or continue | | |“What needs to be improved?” |

| |working on a story from Writer’s | | | |

| |Workshop. | | | |

|Day 5 |Read Aloud/Shared Reading |Readers use more than one strategy|Students will learn that we can use a|Text Selection: Using a Big Book |

| |Bringing It All Together! |at a time when they read. |variety a strategies as we read. |or other shared reading text, |

| | |Readers reread text to build |Students will learn the value of |review and connect the skills |

| |Review: |fluency. |rereading familiar text. |introduced this week. |

| |Concepts of Print |Readers identify the title, |Students will learn that previewing a| |

| |Previewing a Book |author, illustrator, etc., of a |book before reading will support | |

| |Building Fluency |book and ask themselves ‘What do I|their understanding of the text. | |

| | |know now?’ before reading. | | |

| |Independent Reading |We are all responsible for taking |Students will revisit how to maintain|Chart – Independent Reading Looks |

| |Bringing It All Together! |care of our classroom library. |their organized classroom library. |Like/Sounds Like |

| | | |Students will revisit criteria for | |

| |Review: |We have specific ways of reading |quality independent reading. |Chart – Choosing a “Just Right” |

| |Classroom Library Procedures and |during independent reading time. | |Book |

| |Expectations | |Readers have criteria to judge | |

| |Independent Reading Procedures and |Readers should choose “just right”|whether a book is “just right” for |Organized classroom library |

| |Expectations |books most of the time. |independent reading. | |

| |Choosing a “just right” book | | | |

| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |

| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working | |

| |Centers |each center in order to do their |successfully in one or more literacy |Explain materials and activity. |

| | |best learning and thinking. |centers. |Model the center activity with a |

| |For example, in the Word Study Center, |Readers and writers keep track of |Students learn that they are held |student. |

| |students may write the words that they |their work in literacy centers. |accountable for doing their best work|Provide clear expectations and |

| |made. | |in literacy centers. |procedures using an “I Can” chart.|

| | | | |Provide guided practice. |

| |For example, in the Big Book Center, | | |Provide time for students to |

| |students may hunt for and write words | | |practice independently. |

| |with the IPG phonics focus skill. | | |To reinforce successful center |

| | | | |experiences for all students, |

| | | | |provide time for students to share|

| | | | |and self-reflect using the “I |

| | | | |Can”. |

| |

|Read Aloud, Shared Reading, Independent Reading & Literacy Centers |

|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |

|Day 6 |Read Aloud |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |

| |Making Predictions |us understand the story. |naturally make predictions as they |supports the weekly comprehension |

| | | |read. |focus, found in your IPGs. |

| |Teaching Tip: | | | |

| |This would be a good week to begin a | | |Generate the beginning of a |

| |literature unit/author study to | | |predicting anchor chart with |

| |promote student text connections and | | |children. (See sample chart on |

| |in depth literature study. Kevin | | |left.) |

| |Henkes is a great first author study | | | |

| |to analyze character traits and build| | | |

| |community. | | | |

| | | | | |

| |Model making predictions. Ask | | | |

| |questions such as, “Given what the | | | |

| |author has told us already, what do | | | |

| |you think is going to happen in the | | | |

| |story?” | | | |

| |Shared Reading |Readers use “picture cues” to solve |Students will learn to “check the |Text Selection |

| |Reading Strategy– |unknown words. |picture” when they encounter a | |

| |“check the picture” | |reading roadblock. |Chart- What do readers do when they |

| | | | |come to a reading roadblock? |

| |Teaching Tip: | | | |

| |Teacher may choose to use the same | | | |

| |shared reading text for the duration | | |Introduce and model using the |

| |of each week to highlight the | | |strategy and add to chart with |

| |different teaching points. | | |students. (See sample to the left.) |

| | | | | |

| |Remember to imbed the IPG Weekly | | | |

| |Comprehension Focus. | | | |

| |Independent Reading |We have an organizational system we |Students learn how to manage their |Chart – Independent Reading Looks |

| |Introducing our Individual Book |use to store and maintain our |own independent reading materials. |Like/Sounds Like |

| |Boxes/Bags |independent book choices. | | |

| | | | |Student book boxes/bags |

| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |

| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working | |

| |Centers |each center in order to do their best|successfully in one or more literacy |Explain materials and activity. |

| | |learning and thinking. |centers. |Model the center activity with a |

| |Teaching Tip: |Readers and writers keep track of |Students learn that they are held |student. |

| |As part of your center introduction, |their work in literacy centers. |accountable for doing their best work|Provide clear expectations and |

| |establish student accountability by | |in literacy centers. |procedures using an “I Can” chart. |

| |modeling and posting an example of a | | |Provide guided practice. |

| |completed student work product. | | |Provide time for students to practice|

| | | | |independently. |

| |For example, in the Buddy Reading | | |To reinforce successful center |

| |Center, students may work together to| | |experiences for all students, provide|

| |complete a reading response and their| | |time for students to share and |

| |reading log. | | |self-reflect using the “I Can”. |

| | | | | |

| |For example, in the Computer Center, | | |Guiding Questions: |

| |students may work on | | |“What is working well?” |

| |. | | |“What needs to be improved?” |

|Day 7 |Read Aloud |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |

| |Review Making Predictions |us understand the story. |naturally make predictions as they |supports the weekly comprehension |

| | | |read. |focus, found in your IPGs. |

| | | | | |

| |Model making predictions. Ask | | | |

| |questions such as, “Given what the | | | |

| |author has told us already, what do | | |Add to and revisit the predicting |

| |you think is going to happen in the | | |anchor chart with children. (See |

| |story?” | | |sample chart on left.) |

| | | | | |

| |Shared Reading |Readers use “picture” cues to solve |Students will learn a problem solving|Text Selection |

| |Review Reading Strategy |unknown words. |strategy when they encounter a | |

| |“check the picture” | |reading roadblock. |Chart- What do readers do when they |

| | | | |come to a reading roadblock? |

| |Review and model using the strategy | | | |

| |with another book. | | | |

| | | | | |

| |Remember to imbed the IPG Weekly | | | |

| |Comprehension Focus. | | | |

| |Independent Reading |We have an organizational system we |Students learn how to manage their |Review chart – Independent Reading |

| |Review procedures for individual Book|use to store and maintain our |own independent reading materials. |Looks Like/Sounds Like |

| |Boxes/Bags |independent book choices. | | |

| | | | | |

| |Teacher Tip: By adding 2 minutes per | | | |

| |day during independent reading, | | | |

| |reading time increases by 10 minutes | | | |

| |per week. | | | |

| |Literacy Centers |We are ready to be independent |Students celebrate the grand opening |Chart-What do Literacy Centers Look |

| |GRAND OPENING!!!! |learners in our literacy centers. |of literacy centers and work |Like/Sound Like? |

| | | |independently in their center/centers| |

| |Teaching Tip: | |while teacher monitors. | |

| |After center time, conduct a whole | | | |

| |group class meeting to reflect on | | | |

| |what went well and what needs | | | |

| |improving. Modify and adjust charts | | | |

| |as needed. | | | |

|Day 8 |Read Aloud |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |

| |Making and Adjusting Predictions |us understand the story. |naturally make and adjust predictions|supports the weekly comprehension |

| | |Adjusting our predictions also helps |as they read. |focus found in your IPGs. |

| | |us understand the story. | | |

| | | | | |

| |Model making predictions. Ask | | | |

| |questions such as, “Given what the | | |Revisit the predicting anchor chart |

| |author has told us already, what do | | |with children. (See sample chart on |

| |you think is going to happen in the | | |left.) |

| |story?” | | | |

| |Shared Reading |Readers use “picture” cues to solve |Students will learn a problem solving|Text Selection |

| |Review Reading Strategy |unknown words. |strategy when they encounter a | |

| |“check the picture” | |reading roadblock. |Chart- What do readers do when they |

| | | | |come to a reading roadblock? |

| |Remember to imbed the IPG Weekly | | | |

| |Comprehension Focus. | | | |

| | | | | |

| | | | | |

| |Independent Reading |We have an organizational system we |Students learn how to manage their |Review chart – Independent Reading |

| |Review procedures for individual Book|use to store and maintain our |own independent reading materials. |Looks Like/Sounds Like |

| |Boxes/Bags |independent book choices. | | |

| | | | | |

| |Teacher Tip: By adding 2 minutes per | | | |

| |day during independent reading, | | | |

| |reading time increases by 10 minutes | | | |

| |per week. | | | |

| |Select several students to share | | | |

| |their reflections of learning during | | | |

| |independent reading. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed | | | |

|Day 9 |Read Aloud |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |

| |Review Making and Adjusting |us understand the story. |naturally make and adjust predictions|supports the weekly comprehension |

| |Predictions |Adjusting our predictions also helps |as they read. |focus, found in your IPGs. |

| | |us understand the story. | | |

| |Remember to imbed the IPG Weekly | | | |

| |Comprehension Focus. | | | |

| | | | |Revisit the predicting anchor chart |

| |Model making predictions. Ask | | |with children. (See sample chart on |

| |questions such as, “Given what the | | |left.) |

| |author has told us already, what do | | | |

| |you think is going to happen in the | | | |

| |story?” | | | |

| | | | | |

| | | | | |

| |Shared Reading |Readers use “picture” cues to solve |Students will learn a problem solving|Text Selection |

| |Review Reading Strategy |unknown words. |strategy when they encounter a | |

| |“check the picture” | |reading roadblock. |Chart- What do readers do when they |

| | | | |come to a reading roadblock? |

| | | | | |

| | | | | |

| | | | | |

| |Independent Reading |We have an organizational system we |Students learn how to manage their |Review chart – Independent Reading |

| |Review procedures for individual Book|use to store and maintain our |own independent reading materials. |Looks Like/Sounds Like |

| |Boxes/Bags |independent book choices. | | |

| | | | | |

| |Teacher Tip: By adding 2 minutes per | | | |

| |day during independent reading, | | | |

| |reading time increases by 10 minutes | | | |

| |per week. | | | |

| |Select several students to share | | | |

| |their reflections of learning during | | | |

| |independent reading. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed | | | |

|Day 10 |Read Aloud/Shared Reading |Readers use more than one strategy at|Students will learn that we can use a|Text Selection: Using a Big Book or |

| |Bringing It All Together! |a time when they read. |variety a strategies as we read. |other shared reading text, review and|

| | |Readers use “picture” cues to solve |Students will learn a problem solving|connect the skills introduced this |

| |Review: |unknown words. |strategy when they encounter a |week. |

| |Check the Picture |Making predictions as we read helps |reading roadblock. | |

| |Making and Adjusting Predictions |us understand the story. |Students will learn that readers |Chart- What do readers do when they |

| | |Adjusting our predictions also helps |naturally make and adjust predictions|come to a reading roadblock? |

| |Remember to imbed the IPG Weekly |us understand the story. |as they read. | |

| |Comprehension Focus. | | | |

| |Teaching Tip: | | | |

| |Strategies from week one will also be| | | |

| |integrated as part of your natural | | | |

| |conversation. | | | |

| |Continue to model all strategies | | | |

| |introduced and encourage active | | | |

| |student participation. | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |

|Read Aloud, Shared Reading, Independent Reading & Literacy Centers |

|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |

|Day 11 |Read Aloud |Readers consider the importance of a |Students will learn that |Text Selection: Choose a text that |

| |Thinking about Main Idea |particular piece. |understanding the main points of a |supports the weekly comprehension |

| |(Classifying) | |text helps them comprehend the story.|focus, found in your IPGs. |

| | | | | |

| |Teaching Tip: | | | |

| |This would be a good week to begin a | | |Generate the beginning of a retelling|

| |literature unit/author study to | | |anchor chart with children. (See |

| |promote student text connections and | | |sample chart on left.) |

| |in depth literature study. Kevin | | | |

| |Henkes is a great first author study | | | |

| |to analyze character traits and build| | | |

| |community. | | | |

| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |

| |Reading Strategy – Beginning Sounds |unknown words such as using beginning|strategy when they encounter a | |

| | |sounds. |reading roadblock. |Chart- What do readers do when they |

| |Remember to imbed the IPG Weekly | | |come to a reading roadblock? |

| |Comprehension Focus. | | | |

| | | | |Introduce and model using the |

| |Teaching Tip: | | |strategy and add to chart with |

| |Teacher may choose to use the same | | |students. (See sample to the left.) |

| |shared reading text for the duration | | | |

| |of each week to highlight the | | | |

| |different teaching points. | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| | | | | |

| |Consider highlighting an author or | | | |

| |genre from your classroom library to | | | |

| |motivate students to read widely. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed.| | | |

|Day 12 |Read Aloud |Readers consider the importance of a |Students will learn that |Text Selection: Choose a text that |

| |Review: Main idea (classifying ideas |particular piece. |understanding the main points of a |supports the weekly comprehension |

| |from a text) | |text helps them comprehend the story.|focus, found in your IPGs. |

| | | | | |

| | | | | |

| | | | |Revisit the retelling anchor chart |

| | | | |with children. (See sample chart on |

| | | | |left.) |

| | | | | |

| | | | | |

| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |

| |Reading Strategy – Review Beginning |unknown words such as using beginning|strategy when they encounter a | |

| |Sounds |sounds. |reading roadblock. |Chart- What do readers do when they |

| | | | |come to a reading roadblock? |

| | | | | |

| |Remember to imbed the IPG Weekly | | |Model using the strategy and review |

| |Comprehension Focus. | | |chart with students. (See sample to |

| | | | |the left.) |

| | | | | |

| | | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed.| | | |

|Day 13 |Read Aloud |Readers consider the importance of a |Students will learn that |Text Selection: Choose a text that |

| |Review: Main idea (classifying) |particular piece. |understanding the main points of a |supports the weekly comprehension |

| | | |text helps them comprehend the story.|focus, found in your IPGs. |

| | | | | |

| |Teaching Tip: | | | |

| |Determine the main idea using | | |Revisit the retelling anchor chart |

| |nonfiction text | | |with children. (See sample chart on |

| | | | |left.) |

| | | | | |

| | | | | |

| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |

| |Reading Strategy – Review Beginning |unknown words such as using beginning|strategy when they encounter a | |

| |Sounds |sounds. |reading roadblock. |Chart- What do readers do when they |

| | | | |come to a reading roadblock? |

| | | | | |

| |Remember to imbed the IPG Weekly | | |Model using the strategy and review |

| |Comprehension Focus. | | |chart with students. (See sample to |

| | | | |the left.) |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed.| | | |

|Day 14 |Read Aloud |Readers consider the importance of a |Students will learn that |Text Selection: Choose a text that |

| |Review: Main idea (classifying) |particular piece. |understanding the main points of a |supports the weekly comprehension |

| | | |text helps them comprehend the story.|focus, found in your IPGs. |

| | | | | |

| | | | | |

| |Teaching Tip: | | |Revisit the retelling anchor chart |

| |Determine the main idea using | | |with children. (See sample chart on |

| |nonfiction text | | |left.) |

| | | | | |

| | | | | |

| | | | | |

| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |

| |Reading Strategy – Review Checking |unknown words such as using beginning|strategies when they encounter a | |

| |the Picture and Beginning Sounds |sounds and “checking the picture.” |reading roadblock. |Chart- What do readers do when they |

| | |Readers use strategies to solve | |come to a reading roadblock? |

| | |unknown words such as using beginning| | |

| |Remember to imbed the IPG Weekly |sounds. | |Model using the strategy and review |

| |Comprehension Focus. | | |chart with students. (See sample to |

| | | | |the left.) |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed | | | |

|Day 15 |Read Aloud/Shared Reading |Readers consider the importance of a |Students will learn that as readers |Text Selection: Using a Big Book or |

| |Bringing It All Together! |particular piece. |we are capable of thinking in many |other shared reading text, review and|

| | |Readers use strategies to solve |different ways. |connect the skills introduced this |

| |Review: |unknown words such as using beginning|Students will learn a problem solving|week. |

| |Main Idea (classifying) |sounds and “checking the picture.” |strategies when they encounter a | |

| |Checking the Picture Beginning Sounds|Readers use strategies to solve |reading roadblock. | |

| | |unknown words such as using beginning| | |

| |Teaching Tip: |sounds. | | |

| |Strategies from week one and two will| | | |

| |also be integrated as part of your | | | |

| |natural conversation. | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed.| | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Read Aloud, Shared Reading, Independent Reading & Literacy Centers |

|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |

|Day 16 |Read Aloud |Readers consider the importance of a |Students will learn that |Text Selection |

| |Review Main Idea and Introduce |particular piece. |understanding the main points of a | |

| |Reading Responses |One of the ways readers think about |text helps them comprehend the story.| |

| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |

| | |public is writing about the books |quality reading response so they can | |

| |Teacher models writing a reading |they read. |think critically and write about | |

| |response. | |books they are reading. | |

| | | | | |

| | | | | |

| | | | | |

| | | | |Provide sentence stems (See sample on|

| | | | |left.) |

| | | | | |

| | | | | |

| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |

| |Reading Strategy – Thinking about |unknown words such as thinking about |strategy when they encounter a | |

| |Meaning |meaning. |reading roadblock. |Chart- What do readers do when they |

| |“Does that make sense?” | | |come to a reading roadblock? |

| | | | | |

| | | | |Model using the new strategy and add |

| | | | |to the chart with students. (See |

| | | | |sample to the left.) |

| | | | | |

| | | | | |

| | | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| | | | | |

| |Consider highlighting an author or | | | |

| |genre from your classroom library to | | | |

| |motivate students to read widely. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed.| | | |

|Day 17 |Read Aloud |Readers consider the importance of a |Students will learn that |Text Selection |

| |Review Main Idea and Reading |particular piece. |understanding the main points of a | |

| |Responses |One of the ways readers think about |text helps them comprehend the story.| |

| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |

| | |public is writing about the books |quality reading response so they can | |

| |Teacher models writing a reading |they read. |think critically and write about | |

| |response. | |books they are reading. | |

| | | | | |

| | | | | |

| | | | | |

| | | | |Provide sentence stems (See sample on|

| | | | |left.) |

| | | | | |

| | | | | |

| | | | | |

| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |

| |Reading Strategy – Thinking about |unknown words such as thinking about |strategy when they encounter a | |

| |Meaning |meaning. |reading roadblock. |Chart- What do readers do when they |

| |“Does that make sense?” | | |come to a reading roadblock? |

| | | | | |

| | | | |Model using the new strategy and add |

| | | | |to the chart with students. (See |

| | | | |sample to the left.) |

| | | | | |

| | | | | |

| | | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, Add Rigor as needed | | | |

|Day 18 |Read Aloud |Readers consider the importance of a |Students will learn that |Text Selection |

| |Review Main Idea and Reading |particular piece. |understanding the main points of a | |

| |Responses |One of the ways readers think about |text helps them comprehend the story.| |

| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |

| | |public is writing about the books |quality reading response so they can | |

| |Teacher facilitates a shared writing |they read. |think critically and write about | |

| |of a reading response in order to | |books they are reading. | |

| |gradually release the responsibility | | | |

| |to the students. | | | |

| | | | | |

| | | | |Provide sentence stems (See sample on|

| | | | |left.) |

| | | | | |

| | | | | |

| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |

| |Reading Strategy – Thinking about |unknown words such as thinking about |strategy when they encounter a | |

| |Meaning |meaning. |reading roadblock. |Chart- What do readers do when they |

| |“Does that make sense?” | | |come to a reading roadblock? |

| | | | | |

| | | | |Model using the new strategy and add |

| | | | |to the chart with students. (See |

| | | | |sample to the left.) |

| | | | | |

| | | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed.| | | |

|Day 19 |Read Aloud |Readers consider the importance of a |Students will learn that |Text Selection |

| |Review Main Idea and Reading |particular piece. |understanding the main points of a | |

| |Responses |One of the ways readers think about |text helps them comprehend the story.| |

| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |

| | |public is writing about the books |quality reading response so they can | |

| |Teacher facilitates a shared writing |they read. |think critically and write about | |

| |of a reading response in order to | |books they are reading. | |

| |gradually release the responsibility | | | |

| |to the students. | | | |

| | | | | |

| | | | |Provide sentence stems (See sample on|

| | | | |left.) |

| | | | | |

| | | | | |

| |Shared Reading |Readers use strategies to solve |Students will learn to monitor their |Text Selection |

| |Reading Strategy - |unknown words such as rereading to |reading by rereading to maintain | |

| |Go Back and Reread |maintain meaning. |meaning when meaning breaks down. |Chart- What do readers do when they |

| | | | |come to a reading roadblock? |

| |Teaching Tip: | | | |

| |Going back and rereading is a | | |Model using the strategy and review |

| |strategy that is naturally connected | | |the chart with students. (See sample|

| |with asking yourself ‘Does that make | | |to the left.) |

| |sense?” Explicitly model how these | | | |

| |two strategies work together. | | | |

| | | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed.| | | |

|Day 20 |Read Aloud/Shared Reading |Readers consider the importance of a |Students will learn that |Text Selection |

| |Bringing It All Together! |particular piece. |understanding the main points of a | |

| | |Readers use strategies to solve |text helps them comprehend the story.| |

| |Review: |unknown words such as rereading to |Students will learn to monitor their |Chart – A Quality Reading Response… |

| |Main Idea (classifying) |maintain meaning. |reading by rereading to maintain | |

| |Does that make sense? | |meaning when meaning breaks down. | |

| |Go Back and Reread | | | |

| | | | | |

| | | | | |

| |Teaching Tip: | | | |

| |Strategies from week one, two and | | | |

| |three will also be integrated as part| | | |

| |of your natural conversation. | | | |

| |Independent Reading | | | |

| |Revisit and Monitor classroom | | | |

| |expectations and procedures as | | | |

| |needed. | | | |

| |Literacy Centers | | | |

| |Revisit, Revise, add Rigor as needed.| | | |

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Student Accountability in Literacy Work Centers

Decide on how your students will keep track of their work in literacy centers. (Work folders, learning logs, response journals, etc.)

Accountability at literacy work centers can be determined from student’s work products, discussion participation, and teacher anecdotal notes.

Student accountability work products should be adjusted throughout the year as students learn and internalize new skills and strategies.

Model and discuss these expectations.

Thoughts That Come to Mind When I Predict

• I think…

• Oh no!

• I predict that…

• I wonder if…

• I know what’s going to happen!

What Do Readers Do…?

• Check the picture

Thoughts That Come to Mind When I Predict

• I think…

• Oh no!

• I predict that…

• I wonder if…

• I know what’s going to happen!

What Do Readers Do…?

• Check the picture

Thoughts That Come to Mind When I Predict

• I think…

• Oh no!

• I predict that…

• I wonder if…

• I know what’s going to happen!

What Do Readers Do…?

• Check the picture

Thoughts That Come to Mind When I Predict

• I think…

• Oh no!

• I predict that…

• I wonder if…

• I know what’s going to happen!

What Do Readers Do…?

• Check the picture

Thoughts That Come to Mind When I Retell

• The book is mainly about…

• The big ideas in this book were…

• I learned…

What Do Readers Do…?

• Check the picture

• Get your mouth ready

Thoughts That Come to Mind When I Retell

• The book is mainly about…

• The big ideas in this book were…

• I learned…

What Do Readers Do…?

• Check the picture

• Get your mouth ready

Thoughts That Come to Mind When I Retell

• The book is mainly about…

• The big ideas in this book were…

• I learned…

What Do Readers Do…?

• Check the picture

• Get your mouth ready

Thoughts That Come to Mind When I Retell

• The book is mainly about…

• The big ideas in this book were…

• I learned…

What Do Readers Do…?

• Check the picture

• Get your mouth ready

Sentence Leads For Reading Response Journals

o I think…

o In the story…

o I learned…

What Do Readers Do…?

• Check the picture

• Get your mouth ready

• Think, “Does that make sense?”

What Do Readers Do…?

• Check the picture

• Get your mouth ready

• Think, “Does that make sense?”

What Do Readers Do…?

• Check the picture

• Get your mouth ready

• Think, “Does that make sense?”

What Do Readers Do…?

• Check the picture

• Get your mouth ready

• Think, “Does that make sense?”

• Go back and reread

Things to Consider:

1. How will students organize their work from

literacy centers?

2. Where will completed products be placed?

3. Will students turn in every work product?

4. What will students do with incomplete work?

Remember these Guiding Statements:

Our literacy centers are organized in a specific way to help us do our best learning and thinking.

We are all responsible for taking care of our literacy centers.

Students will learn how to maintain, use, share, clean up and manage materials appropriately in literacy centers.

Sentence Leads For Reading Response Journals

o I think…

o In the story…

o I learned…

Choosing a “Just Right” Book

• The book is interesting.

• I can learn from the book

• I can read most of the words.

• I may have read it before.

“Thinking and Talking with a Partner”

• Partners use quiet voices

• Partners take turns talking

• Partners listen to one another

• Partners respect each other’s thinking

Sentence Leads For Reading Response Journals

o I think…

o In the story…

o I learned…

Sentence Leads For Reading Response Journals

o I think…

o In the story…

o I learned…

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