Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
Unit 1 Table of Contents
Building a Reading Life
Section




Page #
Unit Goals and Standards
Unit 1 at a Glance
English/Spanish/Russian Monthly Planner
Assessment Checklist
Lesson
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson Title
Readers reflect on their reading experiences in order to build their reading
lives.
Readers take care of their reading lives by setting reading resolutions.
Readers grow as readers by reading good fit books voraciously.
Readers read faster, stronger and longer by using the tips they have learned
throughout their reading lives.
Readers choose to read themselves awake by reading with expression and
making meaning of the text.
Readers recognize when comprehension breaks down and they re-read to
figure out what is happening.
Readers form a relationship with their books and read them as if they are
gold.
Readers entice others to read books by summarizing without revealing it all.
Readers are responsible for their reading lives by keeping a constant supply
of good fit books.
Readers solve unknown words by reading forward to try and figure out
what they mean.
Interdependent readers share their reading lives with others by
interviewing each other to learn about their reading histories, interests and
hopes.
Readers build reading relationships with others by talking about the books
they read and sharing their feelings about what happened in their story.
Readers keep the big picture of a story in their minds, by retelling the
important events.
Readers implement synthesized retellings by constantly switching between
past and present events from their story.(parenthetical speaking)
Reading partners grow brilliant ideas by listening to each other with their
minds and hearts open.
2-4
5-7
8-9
10
Page #
11-13
14-17
18-20
21-24
25-27
28-30
31-33
34-37
38-39
40-42
43-45
46-48
49-51
52-54
55-57
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Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
Fourth Grade Reading Unit 1
Unit of Study Planning Template
Dates:
Aug 17-Sept 21
Unit: Building a Reading Life
● Readers make reading lives-creating reading resolutions, finding just right
Goals:
(These should align with
Essential Questions. Each goal
is developed in the following
planning pages- one per
goal.)
books, reading faster, stronger, longer, and awakening ourselves to text.
● Readers make texts matter-holding tight to meaning, building
relationships with books, creating a buzz about books, and choosing texts
that matter.
● Readers bring together reading lives, texts that matter and partners.
Essential
Questions:
(These should be aligned with
Goals.)
Standards:
4.RL.1
Refer to details and example in a text when explaining what the text
says explicitly and when drawing inferences from the text.
4.RL.2
Determine a theme of a story, drama, or poem from details in the
text; summarize the text.(minilesson 8, 13, 14, 15)
4.RL.4
Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in
mythology (e.g., Herculean).
4.RL.10
By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
4.L.3
Use knowledge of language and its conventions when writing,
speaking, reading, or listening. (minilesson 8)
a. Choose words and phrases to convey ideas precisely.*
b. Choose punctuation for effect.*
4.L.5
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. (Minilesson 10)
c. Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
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Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly. (minilesson1, 2, 8, 11,
14, 15)
a. Come to discussions, prepared, having read or studied required
material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions and carry out assigned
roles.
c. Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the
discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
4.SL.2
Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and
orally. (minilesson 8, 13,14, 15)
4.SL.3
Identify the reasons and evidence a speaker provides to support
particular points. (minilesson 14, 15)
4.SL.4
Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an
understandable pace.
4.RF.4
Read with sufficient accuracy and fluency to support
comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level (text) prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Key
Vocabulary:
Anchor
Texts:
Voracious, synthesis, entice, interdependent, infer, comprehend,
summarize, retell, resolution, parenthetical, companions, expression,
pertinent, revealing, interview, implement, synthesized retellings
Stone Fox, John Reynolds Gardiner
Sahara Special, Esme Raji Codell
Thank You, Mr. Faulker, Gracias Sr. Faulker by Patricia Pollaco
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Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
Oliver Button is a Sissy, Oliver Button es una nena by Tomie de Paulo
Hey, Little Ant, Oye Hormiguita by Phillip & Hannah Hoose
Pink and Say, Pink y Say, Patricia Pollaco
Other
Resources:
You Tube videos of Reading Rainbow
Assessment:
(Including CCSS performance task.)
FORMATIVE
Checklist
Running Records
Anecdotal notes
SUMMATIVE
DRA
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Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
Unit of Study At A Glance Planner
UNIT 1: Building a reading life
GOAL:
Readers make reading lives-creating
reading resolutions, finding just right
books, reading faster, stronger, longer,
and awakening ourselves to text.
MINILESSONS:
GOAL:
Readers make texts matter-holding tight to meaning,
building relationships with books, creating a buzz
about books, and choosing texts that matter.
GOAL:
Readers bring together reading lives, texts
that matter and partners.
MINILESSONS:
MINILESSONS:
5
Grade 4
Unit 1: Building a Reading Life





Readers reflect on their reading
experiences in order to build their
reading lives. (20-21, 29)
4.RML.1-1
Readers take care of their reading
lives by setting reading
resolutions. (20-21, 29)
4.RML.1-2
Readers grow as readers by
reading good fit books voraciously.
(21, 29)
4.RML.1-3
Readers read faster, stronger and
longer by using the tips they have
learned throughout their reading
lives.
(22, 29)
4.RML.1-4
Readers choose to read
themselves awake by reading with
expression and making meaning of
the text. (22-23, 29
4.RML.1-5
FRONTLOAD:
TABLE OF CONTENTS





Readers recognize when comprehension
breaks down and they re-read to figure out
what is happening. (23, 29)
4.RML.1-6
Readers choose a relationship with their
books and read them as if they are gold. (2324, 29)
4.RML.1-7
Readers entice others to read books by
summarizing without revealing it all. (24, 30)
4.RML.1-8
Readers are responsible for their reading lives
by keeping a constant supply of good fit
books. (24, 30)
4.RML.1-9
Readers solve unknown words by reading
forward to try and figure out what they
mean. (24-25, 30)
4.RML.1-10





FRONTLOAD:
Interdependent readers share their
reading lives with others by
interviewing each other to learn
about their reading histories,
interests and hopes.(25, 30)
4.RML.1-11
Readers build reading relationships
with others by talking about the
books they read and sharing their
feelings about what happened in
their story.(26, 30)
4.RML.1-12
Readers keep the big picture of a
story in their minds, by retelling the
important events. (26, 30)
4.RML.1-13
Readers implement synthesized
retellings by constantly switching
between past and present events
from their story.(parenthetical
speaking )(26-27, 30)
4.RML.1-14
Reading partners grow brilliant
ideas by listening to each other
with their minds and hearts open.
(27, 30)
4.RML.1-15
FRONTLOAD:
Keep in mind that several of your students
will be reading below level 28. They will
need to work on retelling with details.
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Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
WORKSHOP CALENDAR FOR: Grade 4 Reading Unit 1
Unit of Study:
Building a Reading Life
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
8/27
8/28
8/29
8/30
8/31
Readers reflect on their
reading experiences in
order to build their
reading lives. (20-21, 29)
4.RML.1-1
Readers take care of their
reading lives by setting
reading resolutions. (2021, 29)
4.RML.1-2
Readers grow as readers by
reading good fit books
voraciously. (21, 29)
4.RML.1-3
Readers read faster, stronger
and longer by using the tips
they have learned throughout
their reading lives.(22, 29)
4.RML.1-4
Readers choose to read
themselves awake by
reading with expression
and making meaning of
the text. (22-23, 29)
4.RML.1-5
Holiday
9/4
9/5
9/6
9/7
Readers choose a relationship
with their books and read
them as if they are gold. (2324, 29)
4.RML.1-7
Readers entice others to
read books by
summarizing without
revealing it all. (24, 30)
4.RML.1-8
Readers recognize when
comprehension breaks
down and they re-read to
figure out what is
happening. (23, 29)
4.RML.1-6
Mini lesson Choice day
9/10
9/11
9/12
9/13
9/14
Readers are responsible
for their reading lives by
keeping a constant supply
of good fit books. (24, 30)
4.RML.1-9
Readers solve unknown
words by reading forward
to try and figure out what
they mean. (24-25, 30)
4.RML.1-10
Interdependent readers
share their reading lives
with others by interviewing
each other to learn about
their reading histories,
interests and hopes.(25, 30)
4.RML.1-11
Mini lesson Choice day
Readers build reading
relationships with others
by talking about the books
they read and sharing
their feelings about what
happened in their
story.(26, 30)
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Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
4.RML.1-12
9/17
Readers keep the big
picture of a story in their
minds, by retelling the
important events. (26, 30)
4.RML.1-13
9/18
Mini lesson Choice day
9/19
9/20
Readers implement
synthesized retellings by
constantly switching
between past and present
events from their
story.(parenthetical
speaking)(26-27, 30)
4.RML.1-14
Reading partners grow
brilliant ideas by listening to
each other with their minds
and hearts open. (27, 30)
4.RML.1-15
9/21
Celebration!
8
Name
-
= Beginning
Reads fluently:
4.RF4 Reads with sufficient
accuracy and fluency to support
comprehension (at independent
level.)
Monitors comprehension:
4.RF4.C Use context to confirm or
self-correct word recognition and
understanding, rereading as
necessary.
Reads with expression:
4.RF4.B Read grade-level (text)
prose and poetry orally with
accuracy, appropriate rate, and
expression on successive readings.
Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
Unit of Study Assessment Checklist
Unit:1 Building a Reading Life
√= Developing
Notes
+= Mastery
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Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
Unit 1 Mini Lesson 1
Unit of Study:
Building a Reading Life
Goal:
Readers make reading lives-creating reading resolutions, finding just right books,
reading faster, stronger, longer, and awakening ourselves to text.
Teaching point:
Readers reflect on their reading experiences in order to build their reading lives.
Catchy Phrase
Readers reflect on how they are unique as a reader.
Text:
Standard
4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly. (minilesson1, 2, 8,
11, 14, 15)
a. Come to discussions, prepared, having read or studied required
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out
assigned roles.
c. Pose and respond to specific questions to clarify or follow up
on information, and make comments that contribute to the
discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas
and understanding in light of the discussion.
4.RL.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 4–5 text complexity band proficiently, with
scaffolding as needed at the high end of the range
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Mini- Lesson: (7-10 minutes total)
Connection: (1-2 mins.)
Welcome fourth graders to your very first Reader’s Workshop. Last year, you learned all kinds of strategies to
help you all become good readers. We will continue to develop those strategies, and teach you new ones this
year.
Good readers know that each reader is unique. They reflect on their reading experiences in order to build their
reading lives. This year, my goal is for each one of you to choose to become life-long readers. We want reading
to be the best it can be for you!
Today we are going to talk about when reading has been very great for you and when it has been very
challenging. What’s easy for one person might be hard for someone else. And…what’s enjoyable for one
person might be boring for someone else. Remember, good readers know that each reader is unique.
Teach: (5-6 mins.)
(Bring in some books that you are reading or have read. Bring some that are enjoyable and appropriate for your
reading level, and bring some that are not interesting or appropriate for you.)
Boys and girls, teachers are readers too. I love to read! Reading makes me smarter and it helps me understand
things and people better. I like to read when it is really quiet and warm. I always have my cat sitting beside me
and soft music in the background. Sometimes I read in bed, and sometimes I read at a restaurant. Sometimes I
like to curl up in the corner of the couch at home.
I love to read from all types of genres. Sometimes I read non-fiction, and sometimes I read fiction. Today, I
have brought in some books that I have been reading at home. Watch me as I share my reading life with you.
Remember, each reader is unique, so some of the things that you hear me say you might not agree with. For
example, maybe you like to read when there is no noise at all, and music would drive you crazy! Or, maybe one
of the books that I’m reading will look incredibly boring to you. But that’s okay, because we are all unique.
(Pull out a boring, difficult book, ie: computer manual.) Oh my gosh, boys and girls, these words look REALLY
difficult and technical. I’m not interested at all in reading about computer technology. I just want my computer
to work and that’s it. This book would not help me to build my reading life and make reading the best it can be.
(Pull out an interesting book, ie: a book about Hawaii) Wow! This book looks really interesting! I’m going to be
going to Hawaii this Christmas, so this will teach me about some of the places I could go. I might learn about a
volcano there, for example. The pictures make me feel relaxed too! I think this book will definitely help me to
build my reading life, and reading will be the best it can be for me!
You watched me share my reading life with you. Remember, good readers know that each reader is unique.
What’s interesting to me, might be boring to you, and that’s okay, as long as you are excited about reading.
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Grade 4
Unit 1: Building a Reading Life
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Active Involvement: (2-3 mins.)
(Teacher chooses two books from the classroom library. Be sure to choose books that some will like, and some
will not. For example, a book about football would be a good choice because there will be some students who
are not interested in football.)
You got a chance to watch me share my reading life with you. Now it’s your turn! (Partner students up.) In just
a moment, I’m going to hold up a book and I want you to think about if this is something that interests you, or if
it is something that seems boring. I will flip through some of the pages and you will get a chance to see the
pictures. I will also read a couple of passages so that you can hear what the words say. Afterwards, I will ask
you to tell your partner what you think. Is this something that would help build a better reading life for you and
make reading the best it can be, or not? Why?
(Partners share. Repeat activity above with another book.)
Wow, when you were sharing your reading lives with each other, I heard Kendal tell Joaquin that the book
about football would be awesome for her, because she LOVES football. She also said that the words were
interesting to her because she had heard her mom talking to her dad about football and she used those words.
Great job sharing your reading life with Joaquin, Kendal! Remember, good readers know that each reader is
unique. What’s interesting to Kendal, might be boring to Joaquin, and that’s okay, as long as they are excited
about reading.
Link: (1-2 mins.)
In just a moment, you are going to have time to work on your own. I want you to think really hard about what
makes reading the best for you. This will include thinking about your environment, (where you want to read)
including at school and at home. How might you set up your reading area in your bedroom, for example?
Where might you like to read in our classroom? What types of books might you choose for your book bag?
Remember, good readers know that each reader is unique. What’s interesting to one person, might be boring
to another. So, what your friend is choosing might be different from what you choose to read. As long as you
are both excited about reading, that’s all that matters!
Mid-Workshop Teaching Point:
Stop the class after 15 minutes and ask them to go to the classroom library and find three to four books that will
help them make reading the best it can be.
Share:
Ask one to two students to share what books they chose and why. Ask one or two students to share about what
makes a reading environment the best for him/her.
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Unit 1: Building a Reading Life
TABLE OF CONTENTS
Notes:
Remember, Lucy Calkins recommends purposeful partnerships, (ie: if you are working on a fluency unit, you
might want readers at around the same level or you might want a weaker reader with a stronger reader so that
the stronger reader can help the weaker reader learn to read more fluently.)
Materials:
Unit 1 Mini Lesson 2
Unit of Study:
Building a Reading Life
Goal:
Readers make reading lives-creating reading resolutions, finding just right books,
reading faster, stronger, longer, and awakening ourselves to text.
Teaching point:
Readers take care of their reading lives by setting reading resolutions.
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Grade 4
Unit 1: Building a Reading Life
Catchy Phrase
TABLE OF CONTENTS
You’re the boss of your reading life and don’t you forget it!
Text:
Standard
4.RL.10
By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of
the range.
4.SL.1
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their
own clearly.
b. Follow agreed-upon rules for discussions and carry out
assigned roles
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 mins.)
Yesterday, we talked about how good readers know that they are unique as a reader. It doesn’t matter that
you might not like the same kinds of books as your friend, what matters is that you make reading the best that
it can be for you.
Today, we are going to talk about another way to take care of our reading lives. Good readers set reading
resolutions so that they can make their reading lives better and better. A resolution is like a goal, or something
we work towards.
Boys and girl, you may not know this, but you are the boss of your own reading lives and don’t you forget it!
This means that you get to make decisions about what kind of readers you want to be. Do you want to be
smart, and ahead of the pack, or do you want to be left in the dust?
If you set resolutions, and work your hardest, you will become the best reader you can be. As long as you are
the best reader YOU can be, that’s all that matters! Someone else might have a different best, and that’s just
fine. The important thing to remember is that you’re the boss of your reading life and don’t you forget it!
Teach: (5-6 mins.)
When I was younger, I really had to work hard at reading with expression and determining importance. Now
I’m an adult, and I have been in school for a long time. I know how to read to determine importance, and I
know how to read with expression. The point is that we all evolve as readers over time. Our resolutions are
always changing. My resolutions are going to look a little different than yours now. Watch me as I think about
my reading life and how I can improve it. I’m going to set some resolutions for myself because I’m the boss of
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Grade 4
Unit 1: Building a Reading Life
TABLE OF CONTENTS
my own reading life, and I’m not going to forget it!
(Teacher creates a chart in front of the kids with some ideas as he shares his goals.) Boys and girls, I notice that
I always read non-fiction books, but you know, I want to make a resolution to read from different genres too.
Maybe some poetry, or maybe some fantasy books. It’s important to me because I need to learn about other
types of books. Sometimes we might not realize it, but when we start reading a different type of book, it is
more interesting than we ever would’ve imagined! (Add “read from different genres” to list.) But, I will always
love non-fiction.
Here are some other resolutions that I might like to work on. (Teacher makes a list) I’m really busy. I have to
help Carson with his homework, go to baseball games, etc. So, my resolution is to spend more time reading.
(Add “increase volume” to chart.)
I just remembered I bought three new books by one of my favorite authors, Kate Morton, to read. I know
that will help me with my volume resolution because I’m super excited to read them! It will also help me with
my reading from different genres resolution. (Add “read all books from a certain author” to chart)
Wow! I have three new reading resolutions that kind of all work together. They will all help me improve my
reading life too! I did a good job remembering that I am the boss of my own reading life and I won’t ever
forget it!
Active Involvement: (2-3 mins.)
All readers need to set resolutions to improve their reading lives. As a student, your goals will look very
different than mine. You need to think about what it is YOU need to work on as a reader. Remember what we
talked about yesterday, each reader is unique, and we all need to work on different things. You’re the boss of
your own reading and don’t you forget it!
So now, we are going to brainstorm some different resolutions that some of you might have. You will work
with your reading partner to try and think of three resolutions together that fourth grade readers might have.
Boys and girls, take about one minute to talk to your partner about what fourth graders need to do to be good
readers. (Teacher directs students to work with partner.)
I heard Juan telling Maria that he thinks fourth grade readers need to work on reading with expression. That’s
a great resolution, Juan! Let’s add that to the chart.
(Repeat this with a few more student suggestions.)
Everyone did a great job setting resolutions. Remember that your resolutions will change as the year
progresses, but you will always have a job as a responsible reader. That job is to remember…You’re the boss of
your own reading life, and don’t you forget it!
Link: (1-2 mins.)
Now you are going to go off and read independently and think about setting some reading resolutions for
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Unit 1: Building a Reading Life
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yourself, because you’re the boss of your own reading life and don’t you forget it! You might think of other
goals that we didn’t add to the chart yet. But, that’s okay! When we come back at the end of the Reader’s
workshop for the share portion, we will add some more to our chart.
As you think of your resolutions, I want you to add them to your reader’s journals. I would like for you to think
of at least three resolutions and put a star by the one you want to work on first. I want you to remember that
from now on, you are the boss of your own reading life. We’re talking forever here, boys and girls! Your
resolutions will change over time, just like mine have. Right now, your goal might be accuracy, but once you
get that down, you might want to move on to reading with expression. The point to remember is that you are
the boss of your own reading life and don’t you forget it!
Mid-Workshop Teaching Point:
Boys and girls, how many of you already have a reading resolution? (Add one to two ideas to chart.
Share:
Ask for several students who thought of some unique resolutions to come up and share. Add them to the
chart.
Notes:
Some ideas for your chart:
Expression
Rate/pacing
Comprehension
Determining importance
Fluency
Synthesizing/summarizing
Understanding unknown words
Accuracy
Materials:
Chart labeled “Resolutions for fourth grade readers”
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Unit 1: Building a Reading Life
TABLE OF CONTENTS
Unit 1 Mini Lesson 3
Unit of Study: Building a Reading Life
Goal:
Teaching point:
Readers make reading lives-creating reading resolutions, finding just right
books, reading faster, stronger, longer, and awakening ourselves to text.
Readers grow as readers by reading good fit books voraciously.
Catchy Phrase Good readers know how to choose a good fit book
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TABLE OF CONTENTS
Text: No David! & A Curricular Plan for the Reading Workshop by Lucy Calkins
Standard 4.RF.4
Read with sufficient accuracy and fluency to support
comprehension.
a. Read grade-level text with purpose and understanding.
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 min)
During the last few days, we’ve been talking about taking charge of our reading lives. We learned that
readers are all unique and all have different resolutions.
Recently, I had a resolution to run a 5K. Each day, I had to exercise my body by running one more lap
than the day before. I did this because I wanted to be able to run the whole 13 laps by the day of the big
race.
Just like a runner has to exercise her muscles by running an appropriate amount each day, a reader has
to exercise her brain by reading at the correct level, and increasing reading stamina. Just like runners
know how to build up their endurance with their bodies by practicing, readers build up their endurance
by choosing good fit books and practicing a lot! Each day they read more and more.
Teach: (5-6 min)
Today, I brought a couple of examples of books that I am going to share with you. My job will be to
determine which of them is a good fit book for me. Since I am the boss of my reading, and I know how
to choose a good fit book, this should be pretty easy for me. Watch me as I show you how to do this.
(Teacher refers to 3-column chart and holds up No David! Book.) I have this book by David Shannon. It
is called No David! I’m going to open it up and read a couple of pages to you. (Read pages 1-3.) Let’s
see what this chart says under “Too easy”. (The teacher points to the chart as you read the boxes under
each heading: Too easy, just right, too hard.” ) Well, I know all of the words! I flew through them so this
book is too easy for me. I need to choose a harder book.If all I did every day was read from a No David
book, I wouldn’t grow much as a reader.
Remember, Good readers know how to choose a good fit book.
I also have a book by Lucy Calkins entitled, A Curricular Plan for the Reading Workshop. I am going to
open it up and read a passage to you. (The teacher reads as if it were too difficult). Boys and girls, let’s
see what this chart says under “Too easy ,too hard, and just right.”(The teacher points to the chart and
reads the boxes under each heading.) I keep having to stop and sound out words a lot. I don’t
understand most of what I read. It’s too difficult. I need to find a just right book and this is not it.
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Because good readers know how to choose a good fit book.
Active Involvement: (2-3 min)
Now it’s your turn to choose some good fit books. I placed some tubs of books on the floor in front of all
of you. Your job will be to grab two of the books, and they can be any books.
Next, read a page or two to yourself and take a moment to look through the pages to see if the book
looks like it would be a good fit for you. Are you interested in this theme? Do you understand it? Are
the words easy to read? Use the chart to determine if your books are too easy, too hard, or just right
because, good readers know how to choose a good fit book.
(Teacher watches as students read from two books to determine if they are a good fit book.)
Quetzacoatl did a great job determining if his book was a good fit book. I saw him reading two pages,
and then he looked up at the chart and decided that it was a good fit because the theme was interesting
to him, and he could read with expression. Quetzacoatl knows how to choose a good fit book!
Link: (1-2 min)
Remember girls and boys, if you are reading a book and you keep having to stop and sound out the
words, or you don’t understand what it is saying, the book is too hard! Also, it is important that you are
interested in the book and that you can read it with expression. If it’s boring, it’s not a good fit book!
Get a different book!
In a moment, you will go back to your desks and read. I want you to remember that you should be
looking for good fit books from now on. Good readers know that they need a lot of time and practice
reading books that are good fits for them. This is how we get better at reading. Practice! Practice!
Practice! Off you go!
Mid-Workshop Teaching Point:
Share:
One or two students will share how they found their good fit books.
Notes:
Good fit books in their book bags (5 books at their level, 2-3 below and 2 above for book bags).
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Materials:
“Choosing a good fit book”3-column chart. (below )
Choosing a Good Fit Book
Unit 1 Mini Lesson 4
Unit of Study:
Building a Reading Life
Goal:
Readers make reading lives-creating reading resolutions, finding just right books,
reading faster, stronger, longer, and awakening ourselves to text.
Too easy
Way below my level
All of the words are really easy. I
am able to read them all without
any errors.
The theme is boring to me. I
already know all about it. It
doesn’t match my interest level
or independent reading level.
I understand everything. It’s
very easy to read.
This is so easy and boring that I
don’t want to read with
expression, or I can’t because
the message is too simple.
Just Right
At my level
Every once in awhile I find a hard
word, but I can read most of
them.
The theme is interesting to me
and I can understand it. I know
some about the theme but I
have some things I could still
learn.
I understand most of the
content. It’s not too easy, but
it’s not too difficult either.
I can read with expression. It
sounds like someone is talking
when I read.
Too hard
Way above my level
I keep having to stop and sound
out words a lot.
I don’t understand the theme of
the story. It isn’t interesting to
me. I don’t have any schema for
it.
I don’t understand most of what
I read. It’s too difficult.
I’m struggling so much to read
the words that I’m sounding
monotone. It doesn’t sound like
anyone is talking.
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Teaching point:
Readers read faster, stronger and longer by using the tips they have learned throughout
their reading lives.
Catchy Phrase
Readers use what they know and give it a go!
Text:
La Mariposa by Francisco Jiménez
Standard
4.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level (text) prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
4. RL.4
Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in mythology (e.g.,
Herculean.)
4.L.5c
Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 mins.)
Yesterday we looked at our chart about choosing good fit books. We talked about how important it is to always
be sure that we are interested and that we understand our stories. Also, we learned that good readers are the
boss of their own reading lives and it is their responsibility to be sure the books they are reading are just right.
Today we are going to learn another thing that good readers do. Good readers use all that they have learned
throughout all of their reading lives to read faster, stronger, and longer. They use what they know and give it a
go!
Teach: (5-6 mins.)
When readers read stories they sometimes come across a problem. It could be a problem with not knowing
what a word means, not understanding what the author says, or even losing interest in a story. When this
happens, good readers have strategies to overcome the problem. Sometimes we DO have to slow down our
reading to think about the meaning of a word or reflect on the author’s message. However, we also have to
learn strategies for speeding up our reading. If we slow down too often we might lose the meaning of the
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whole story.
Watch me as I demonstrate how I use what I know and give it a go. I am going to show you how I can read
faster, stronger, and longer. I brought the book La Mariposa to share with you today. While I read it, I’m going
to be thinking about when I have to use a strategy for reading faster, stronger, and longer, and then I will share
it with you.
(Teacher reads first paragraph in book out loud) Boys and girls, when I just read the word tirantes, I had never
seen the word before. I could have stopped and tried really hard to think about what it meant. I could have
looked at the picture for help, or even looked in the dictionary. But that would have taken me a long time.
Instead I remembered something that I learned when I was a young reader. One of my teachers taught me to
think about what would make sense and see if it works in the story. So I thought, Hmm…tirantes must mean
straps, because I know there are straps on overalls and it makes sense, so I am going to just go on. It makes
sense to me so I am going to keep reading. I used what I know, and gave it a go!
There are lots of strategies that you have learned over the years. I started a chart for us here on the wall and
after we do our share at the end of Reader’s Workshop, we will add to it with some of your ideas for reading
faster, stronger, and longer.
Active Involvement: (2-3 mins.)
(Turn to the page with Francisco sitting at his desk and looking at a caterpillar.) I am going to read a page out
loud to all of you from the book La Mariposa. Remember we are working on reading faster, stronger, and longer
by using what we know and giving it a go!
Each of you has different areas that you struggle with when you read and they will be different from other
readers. Each of you also has different strategies for reading, so what will help you may be different from what
helps the person next to you. The important thing to remember is that you need to read faster, stronger, and
longer. You need to use what you know and give it a go!
When I read the page out loud in just a second, I want you to really think hard about a part in the story where
you have to use a strategy that you have learned before. It should be one that helps you read faster, stronger,
and longer, so don’t say you will use a dictionary! Make sure you really think hard because you will share with a
partner when I am done reading.
(Read out loud the indicated page) Okay boys and girls I want you to think about what I have just read and
where you had to use a strategy you have learned before to help you read faster, stronger and longer. Turn to
your partner and tell them what strategy you used, why you chose it, and how it helped you.
(Teacher listens to student partnerships sharing and chooses one example to share with the group.) I really liked
how Amaris and Eric worked together today. Eric shared how when he first came to the United States he didn’t
know a lot of words in English yet, so he understood how Francisco felt. He told Amaris that making a
connection with Francisco helped him stay interested in the story. (Add “making connections” to chart.)
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Amaris told Eric that she was not sure what the word pupitre meant but then when she heard the words “la
maestra le mostró a Francisco su pupitre, que era el último de la fila…” she thought it must mean desk because
desks are in rows. (Add “use context clues” to chart.)
Eric and Amaris did an excellent job using what they know and giving it a go to read faster, stronger, and longer!
Link: (1-2 mins.)
Readers, today and every day, I want you to remember that you have many strategies that you have learned
over the years. You can always pull from those strategies when you are reading.
In just a moment, you are going to go to your desks and read independently. While you’re reading, think about
what you are doing to help you to read faster, stronger and longer. You can even jot some of those ideas down
in your reader’s journal to share later.
Remember that the strategies we are working on today are for helping us to read faster, stronger and longer.
We need to think of ways to help move us along quickly in our reading so that we stay interested , and don’t
lose meaning. Remember, good readers use what they know and give it a go!
Mid-Workshop Teaching Point:
Stop the class and ask someone to share a strategy they used that helped them move along in their reading
quickly. Add it to the chart.
Share:
Choose three to four students who thought of different strategies to help them read faster, stronger and longer.
Have them share with the class and add their ideas to the chart.
Notes:
You might want to create the chart below with your students and use some of the ideas to get them started.
This chart could be an ongoing chart that could stay up for the entire unit.
Materials:
See chart below- “Tips to help you read faster, stronger and longer”
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Tips to help you read faster, stronger and longer
Word recognition
(read faster)
Look for a picture clue
Use a context clue (the words
around the unknown word)
Go back and get a running start
Get your mouth ready for the
word
Think what would make sense (a
synonym)
Anticipate what word might come
next
Interest/stamina
(read longer)
Read with expression so that it is
interesting
Choose books that are interesting
to you to begin with
Set reading goals and keep track
of progress
Keep a constant supply of books
by your side
Choose many genres from which
to read
Choose several different books
about the same topic to learn
more
Use the bold print
Track with your eyes not your
finger
Comprehension
(Read stronger)
Make sure it’s a good fit
Think as you go-give yourself time to
make inferences
Pause and reflect
Summarize in your head after a few
pages
Build your own schema as you read
Make connections
Determining importance
Make a mental image in your head
(visualization)
Unit 1 Mini Lesson 5
Unit of Study:
Building a Reading Life
Goal:
Readers make reading lives-creating reading resolutions, finding just right books,
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reading faster, stronger, longer, and awakening ourselves to text.
Teaching point:
Readers choose to read themselves awake by reading with expression and making
meaning of the text.
Catchy Phrase
Make it real! Read with zeal!
Text:
Grandma and Me at the Flea/Los Meros Meros Remateros by Juan Felipe Herrera
Standard
4.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level (text) prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
4.RL.10
By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Mini- Lesson: (7-10 minutes total)
Connection:
Boys and girls, I just LOVE to read in bed at night! I’m sure some of you feel the same way. It’s just so cozy
lying their in the blankets, wrapped up in a great book! Sometimes I get so cozy that I start to fall asleep. I’ll
be reading along and have to reread over and over again because my eyes start closing and I lose my spot.
Before I know it, I wake up and it’s the next morning. Often, I look beside me and my book will be lying there
in bed, right where I fell asleep reading it.
Today, I want to talk to you about the opposite type of reading. Instead of reading yourself to sleep, I want
you to learn how to read yourself awake!
The thing is, boys and girls, you can have all the strategies in the world for reading, but none of them will help
you if you are not interested in the books you read. Just like we’ve been talking about being the boss of our
own reading lives by choosing where to read, and what to read, we also have a choice to make about HOW to
read. We need to choose to read with expression so we can feel the emotions that the author wants us to.
We need to read with excitement so that the story becomes real for us. There is a fancy word that authors use
that means excitement, it’s ZEAL! When we’re reading, we need to say to ourselves, “Make it real! Read with
zeal!”
Teach:
(Turn to page 15 in book.) Boys and girls, in just a minute, I’m going to read a little section from the book we
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read yesterday called, Grandma and Me at the Flea/Los Meros Meros Remateros. Listen to me read, and while
you’re listening, think about whether or not I’m doing a good job reading myself awake.
(Read the first half of page 15 in book. Read with a blank expression and no gestures. Make no distinction
between the dialogue and the description. )
Oh boy, girls and boys, I didn’t do a good job making it real or reading with zeal! Sometimes when I’m reading
a book, I forget my job as a reader. I start reading like I’m on autopilot, flying through the words so fast that I
don’t even realize what I’ve read. When this happens, I’m always frustrated with myself because I didn’t enjoy
what I was reading. That just happened now.
Because I’m a good reader, I go back and re-read when that happens, so that I can feel the emotions that the
author is trying to get me to feel. I’m going to read that again, and this time, I’m going to remember to Make it
real and read with zeal!
(Teacher re-reads page 15 with expression and gestures. Sound excited when you read the first line, (We race
to the hardware booth) Look relieved when you read the part about the letter that will give Senor Raya a
month’s fee rent.)
Wow! I did a great job that time. When I read the description, I still read with zeal. It said that they raced to
the hardware booth, and I even sounded like I was out of breath almost. You can even read description with
zeal!
I also felt relieved for Sr. Raya when he got the letter that would give him a month’s free rent. I also could tell
when Senor Raya was talking and when something was happening but no one was talking. I was interested in
what I was reading because I read with expression.
Remember, Make it real! Read with zeal
Active Involvement:
(Turn to page 16) Okay, boys and girls, you got a chance to watch me make it real and read with zeal. Now it’s
your turn! In just a second, I’m going to project page 16 on the projector screen for you. You will get a chance
to work with your reading partner to decide how to read the page with zeal.
(Project page 16 on screen.) Okay, read this page quietly to yourself, but even in your head, remember to read
it with zeal! In one minute, you will turn to your reading partners and read the page to them how you think it
should sound. You can take turns reading the page, or if you’d rather, you can do the whole page together,
deciding as you go how it should sound. The important thing is that you make it real and read with zeal!
(Teacher listens in as partners practice reading page 16 with zeal. Be on the lookout for someone to spotlight.)
I noticed that Sara did a great job working with her partner Melisa. They both weren’t quite sure how to read
the part at the beginning of the page when it describes the cowboy-boot woman. They talked about it for a bit
and then decided that when it gets to the part that says, “No one comes by.” they should sound disappointed,
because they thought she would feel disappointed. She is trying to sell boots, and no one is stopping by to
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even see them. So they sounded disappointed when they read it, and they even shrugged their shoulders
downward when they said it. Good job, Sara and Melisa! You know that readers Make it real and read with
zeal!
Link:
Alright girls and boys, you are going to go back to your tables now to do some reading. I want you to
remember what we worked on today, every single time you read from now on. When you are reading, be sure
to read yourselves awake. Don’t fly through the words without any emotion. That would be boring! Read
with expression…make it real, read with zeal!
While you are reading, when you find a part that is great for reading with zeal, mark it with a post it note. It
should be a part that stands out to you. Maybe it makes you feel sad, or it makes you laugh out loud. Be sure
to mark it clearly, because you will have an opportunity to share with everyone during the share time of our
Reader’s Workshop.
Okay, off you go! Remember, read yourselves awake. Make it real and read with zeal!
Mid-Workshop Teaching Point:
Who has found a part in their story that made them laugh because they read it with expression? Did anyone
find a section that made them sad? Would you please read it out loud for everyone to hear how you made it
real using zeal?
Share:
Choose a few students who did a good job reading themselves awake today by reading with expression. Have
them demonstrate how to read with zeal!
Notes:
It would be a good idea to read the whole book Grandma and Me at the Flea/Los Meros Meros Remateros
ahead of time, maybe during your read aloud on the day before.
If you don’t have a projector, you could read aloud page 16 to students with no zeal (during active
engagement.) Then, you could ask student partnerships to fix it up and make it sound real.
Materials: Projector
Unit 1 Mini Lesson 6
Unit of Study:
Building a Reading Life
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Goal:
Readers make texts matter-holding tight to meaning, building relationships with books,
creating a buzz about books, and choosing texts that matter.
Teaching point:
Readers recognize when comprehension breaks down and they re-read to figure out what is
happening.
Catchy Phrase
Text:
Standard
4.RL.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
4.RL.4
Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology
(e.g., Herculean).
4.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level (text) prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding,
rereading as necessary
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 min.)
We have been working on selecting just right books. Sometimes, with just right books, readers hit
confusing spots and lose the meaning of the story. When this happens, we don’t just throw up our hands
and give up, we don’t just plow through without any sense of what we’re reading. Instead, we recognize that
we have lost the story, and we go back to the text to figure out what is happening.
You know, reading is just like watching a movie. Good readers make a movie in their mind when reading to
help them understand a story. Our mental movies help us to know if we are following a story. When it’s a
clear picture, we hold onto what we’re reading. When our picture gets blurry, we need to recognize we have
lost the meaning and fix it.
Today, we are going to learn to recognize when comprehension breaks down we need to reread to figure out
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what is happening because good readers recognize when comprehension breaks down and they reread to
figure out what is happening.
Teach:
This morning, before school when I was reading this story The Lizard and the Sun, the mental movie I was
making got very blurry. I got confused about what I had read.
Let me show you what I mean, “It had been many days since the sun had come out. Everything was dark.
All of the plants, the animals, and the people were waiting anxiously for the sun to appear. But the sun
‘did’ come out, and everything remained in darkness.”
I thought, That doesn’t make any sense! Why was everything still dark even though the sun had come out?”
So, I thought to myself, “Good readers recognize when comprehension breaks down and they reread to figure
out what is happening.”
I went back and reread that part of the story. (Teacher rereads that paragraph again correctly.)
Oh, I see, I read,” But the sun did come out, and everything remained in darkness.” I should have read, “But
the sun did not come out, and everything remained in darkness.”
The first time I read that part, my mental movie had a big sun in the sky, but everything was dark. When I
reread it, my mental movie did not have a sun that was shining. So it made sense that everything was dark.
Active Involvement:
Remember, good readers recognize when comprehension breaks down and they reread to figure out what
is happening. Now, I am going to read a section of the story to you. Make a mental movie as I am reading.
Put your thumb up if your mental movie becomes blurry. “The animals decided to go out in search of the
sun. The fish and the turtles looked in the rivers and lakes. But the hand was not there.”
Turn to your partner and share your mental movie and where it got blurry. (Teacher listens in, jots student
responses of a few students.)
I heard ___________(student) say, “ __________________________________.” __________’s (name of
student) mental movie got blurry when I read “hand” instead of “sun”. Now, tell your partner what I
should do to figure out what is happening. (listen to students’ responses). I heard many of you say that I
should go back and reread.
Remember, “Good readers recognize when comprehension breaks down and they reread to figure out what
is happening.”
Link:
Today and everyday when you are reading, and your mental movie gets blurry, remember to go back and
reread to figure out what is happening. Today while you are reading, if you come to a part of the story
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where your mental movie becomes blurry, mark the spot with a Post it note. Then, go back and reread to
make your mental movie clear. When it’s sharing time, I’m going to have you share a part of your story
when your mental movie got blurry and what you did to figure out what was happening.
Because, “Good readers recognize when comprehension breaks down and they reread to figure out what is
happening.”
What are you going to do? Why?
Great, off you go!
Mid-Workshop Teaching Point:
Remember: “Good readers recognize when comprehension breaks down and they reread to figure out what
is happening.”
Share:
Boys and girls, bring the books with the Post It notes you are going to share to the carpet.
Turn to an elbow partner and tell them what good readers do when their comprehension breaks down.
Now, share one of the parts of your story when your mental movie got blurry. (If time permits, have students
share another time with a different partner.)
Remember, “Good readers recognize when comprehension breaks down and they reread to figure out what
is happening.”
Notes:
Materials:
Unit 1 Mini Lesson 7
Unit of Study:
Building a Reading Life
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Goal:
Readers make texts matter-holding tight to meaning, building relationships with books,
creating a buzz about books, and choosing texts that matter.
Teaching
point:
Readers form a relationship with their books and read them as if they are gold.
Catchy Phrase
Text:
Familiar text
Standard
4.RL.10
By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
4.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level (text) prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 min)
Yesterday when our mental movies got blurry we reread the text to figure out what was happening.
Reading is more than seeing the words and holding on to a story. Reading is finding a way to make a story
matter, and, to make a story matter readers must open our hearts and our minds to the text, reading the text
like it’s gold.
When we approach a text, we have a choice. We choose the relationship we have with a text. We decide if we
will be a curmudgeon, reading the text in a cranky way, or if we will let the text matter, reading it like its gold.
Today we are going to learn how to form a relationship with our books because, “Good readers form a
relationship with their books and read them as if they are gold.”
Teach: (5-6 min)
(Teacher opens up a section of a previously read text. Read part of it like a curmudgeon, yawning, looking
around the room, and reading with a distressed voice, hemming and hawing as you go.)
Say, “Let me try that again.” (Return to text, this time reading it as though it’s gold, savoring every word,
reading every word with gestures and facial expressions that reflect rapt attention. Grab your chest, shake
your head, pause, and let the words linger in the air as your jaw drops)
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Did you notice how I read the first time? I read like a curmudgeon. I had a bad attitude. It was not a fun read.
The second time I read it, I read it like it was gold. I savored every word and let words linger in the air.
Remember, “Good readers form a relationship with their books and read them as if they are gold.
Active Involvement: (2-3 min)
Now, I would like you to try this out. First I want you and your partner to read like a curmudgeon.
(Student read the text together- could be the same selection that the teacher read for the Teach)
Well you are not forming a good relationship with this text.
So say to yourself, “Let me try that again. This time when I read I’m going to use facial expressions and
gestures that reflect rapt attention as I savor every word as if they are gold.”
Now, I would like you to read the same passage with your partner. Remember to read it as if it were gold.
(Teacher listens in and jots down some notes on how well students are reading).
Great job! I noticed _____ (student) read so well she remembered to use facial expressions!
Remember, “Good readers form a relationship with their books and read them as if they are gold.”
Link: (1-2 min)
So today and everyday when you read make sure to ask yourself, “Am I reading this like it’s gold or am I
reading it like a curmudgeon?”
Today during our share, I want you to read a small passage from your story and read it like it’s gold.
Remember, “Good readers form a relationship with their books and read them as if they are gold.”
What are you going to do? Why?
Great, off you go!
Mid-Workshop Teaching Point:
Remember , “Good readers form a relationship with their books and read them as if they are gold.”
Share:
OK Boys and girls I would like you to share a passage that you read as if it’s gold.
Because “Good readers form a relationship with their books and read them as if they are gold.”
Have students get in groups of 2-4 and have them share their passages.
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(If time permits have students nominate a buddy that read like gold)
Notes:
In Active involvement make sure your partnerships are purposeful. If you have A & B partners make sure that
you have the high student is the first one to read.
Materials:
Unit 1 Mini Lesson 8
Unit of Study:
Building a Reading Life
Goal:
Readers make texts matter-holding tight to meaning, building relationships with books,
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creating a buzz about books, and choosing texts that matter.
Teaching point:
Readers entice others to read books by summarizing without revealing it all.
Catchy Phrase
Text:
Thank you Mr. Falker by Patricia Polacco
La Maríposa by Francisco Jíménez
Standard
4.RL.2
4.L.3
Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
c. Choose words and phrases to convey ideas precisely.*
4.SL.1
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own
clearly.
e. Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
f. Follow agreed-upon rules for discussions and carry out assigned
roles.
4.SL.2
Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and
orally.
4.SL.4
Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an
understandable pace.
Mini- Lesson: (7-10 minutes total)
Connection:
Yesterday we learned how to read our books like they are gold. We used facial expressions and gestures to
savor our reading and form a relationship with our books. When we read a book as it is gold we are excited
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about it and want to share it
Well today we are going to learn how to effectively share our excitement about books with others so that
they might form a relationship with a book you loved.
Readers everywhere recommend books to one another. Sometimes book recommendations are SOOO
enticing that they create a buzz. I get book recommendations from my friends, sometimes I choose to read
the book they recommend, if it entices me. This way I don’t have to spend a lot of time finding books that
interest me.
Because good readers entice others to read books by summarizing without revealing it all.
Teach:
Watch me as I create a book buzz about one of my favorite books:
Let me tell you about an inspiring story about a little girl and her incredible teacher.
In Thank you Mr. Falker by Patricia Polacco, а little girl named Trisha struggles with school. Year after year
she is bullied to the point that she doesn’t like school, until her fifth grade teacher changes all that.
Make sure you read this book to find out how Mr. Falker changed her life.
Notice my book buzz was short and concise and didn’t include every detail about the story.
I made sure to organize my book buzz in a specific way.
(Teacher grabs the book recommendations chart)
I started with a one sentence overview that was an enticing hook to grab the listener’s attention.
Then I gave a brief summary making sure I didn’t spoil the ending, because if I tell the ending then whoever
I’m sharing with will know what happens and won’t need to read the book. For example think about the
movie Cinderella. If I told you that Cinderella and the Prince lived happily ever after, you wouldn’t find the
movie that exciting because you know how it ends. But if I told you the Prince searches for the one that fits
the slipper, but didn’t tell you that they find each other you would be much more engaged as you watched
the movie.
I ended the book buzz by encouraging this book to be read.
Remember good readers entice others to read books by summarizing without revealing it all.
Active Involvement:
Now let’s try it together. Let’s recommend La Maríposa by Francisco Jíménez (a familiar book that has been
read aloud) to someone to create a book buzz.
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Tell your partner the first thing we do when we create a book buzz.
(listen to students say “Create an enticing beginning” )
Yes, the first thing we do is create an enticing beginning.
Turn to your partner and together create an enticing beginning.
(listen to student responses). Oh, I liked _______’s beginning it was SOOO enticing.
Now turn and tell your partner the next thing we do.
(listen to students say “summarize without giving it all away”)
Yes, we need to summarize without giving it all away. Listen as I summarize without giving it all away.
La Maríposa by Francisco Jíménez is a moving story of a Spanish-speaking child surviving his first year in an
English speaking school that touches the heart. Studying a butterfly helps him through his struggles.
Now turn and tell your partner the last thing we do.
(listen to students say “close with excitement about the book ”)
Turn to your partner and together create an exciting closing for this book.
(listen to student responses). Oh, I heard _______ say _____ their closing was SOOO exciting.
Yes, Remember good readers entice others to read books by summarizing without revealing it all.
Link:
Today when you read, I want you to read a picture book. After that I want you to write a book
recommendation to create a book buzz. We will share with our recommendations with our partners.
Remember, good readers entice others to read books by summarizing without revealing it all.
Mid-Workshop Teaching Point:
Share:
Everyone come to the carpet with your books and your recommendations. I would like you to share your
recommendation with your partner. As you listen to the recommendation make sure they have all 3 parts. If
you think their recommendation would create a buzz or entice someone to read that book- be prepared to
share with the class. Remember good readers entice others to read books by summarizing without revealing
it all.
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Notes:
Book recommendation chart.
-Open with an enticing hook
-Summarize without giving it all away that includes the title and the author
-Close with excitement about the book
Make sure to have read a book to make a whole class book buzz.
Materials:
Unit 1 Mini Lesson 9
Unit of Study:
Building a Reading Life
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Goal:
Readers make texts matter-holding tight to meaning, building relationships with books,
creating a buzz about books, and choosing texts that matter.
Teaching point:
Readers are responsible for their reading lives by keeping a constant supply of good fit
books.
Catchy Phrase
Readers keep a constant supply of good fit books.
Text:
Standard
4.RL.10
By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
4.SL.1
Engage effectively in a range of collaborative discussions (one-onone, in group, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own
clearly.
d. Review the key ideas expressed and explain their won ideas and
understanding in light of the discussion.
4.SL.3
Identify the reasons and evidence a speaker provides to support
particular points.
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 min)
Now that we are creating a buzz about books you will start to collect books that you want to read. You won’t
be able to read them all at once but it is good to have books on hand, ready to go so you always have
something to read. At home, I have a stack of books on my nightstand that I’m excited to read. This way
when I finish one book, I always have another book ready to read and I don’t have to search for one. Because
good readers keep a constant supply of good fit books.
Teach: (5-6 min)
Now that we’ve heard lots of book recommendations, we may ask ourselves “Who’s good at recommending
books for me?” Or, we think back on times when we’ve found a great book and ask ourselves “What did I do
to find that book?” Then, too, we go to a section of the library, or a basket in the library, that is labeled with a
topic, author, genre, or level we are interested in. Thinking about myself as a reader, I love historical fiction
and Patricia Polacco books. Looking at our classroom library, I would look in this section for historical fiction
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books and over here for Patricia Polacco books. I also like to try new books, so I might go to the leveled tubs
and look at the books at my level, to find new genre that might interest me. Then I will pick out books to keep
in my book box. (Depending on the students reading level will determine how many books they should have
in their book boxes.) Because good readers keep a constant supply of good fit books.
Active Involvement: (2-3 min)
Now I want you turn and talk with your partner about what tubs in the classroom library you would look in for
books that interest you. (Teacher listens and shares a few kids’ responses.) I’m so glad you are thinking about
where in the library you would look for books or the types of books that might interest you because good
readers keep a constant supply of good fit books.
Link: (1-2 min)
Today during you independent work time, I want you to make a trip to the classroom library to stock your
book boxes. (Choose small groups of kids to pick out books at different times.) Be prepared to share with
your partner what new books you added to your box today and where you found them. Because good
readers keep a constant supply of good fit books.
Mid-Workshop Teaching Point:
Share: (5 min) Come join me on the carpet so we can share about the books we picked. Turn and tell
someone near you about a new book you chose today and where you found it in the library. Also, tell them
why you chose that particular book. (After students share with each other, refocus their attention.) You did a
great job choosing books today. You are on your way to creating your own collection of books just like good
readers who keep a constant supply of good fit books.
Notes:
Materials:
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Unit 1 Mini Lesson 10
Unit of Study:
Building a Reading Life
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Goal:
Readers make texts matter-holding tight to meaning, building relationships with books,
creating a buzz about books, and choosing texts that matter.
Teaching point:
Readers solve unknown words by reading forward to try and figure out what they
mean.
Catchy Phrase
Text:
Thank You Mr. Falker by Patricia Polacco
Standard
4.RL.4
Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in
mythology (e.g., Herculean).
4.L.5
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
c. Demonstrate understanding of words by relating them to their opposites
(antonyms) and to words with similar but not identical meanings
(synonyms).
4.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level (text) prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 min)
As we pick books for our book boxes that we are excited to read, we must also make sure they are just-right
for us. Sometimes a book may be recommended to us and it may seem just-right, but we will probably still
encounter words we don’t know. Today we are going to talk about what to do when we encounter unknown
words. Because readers solve unknown words by reading forward to try and figure out what they mean.
Teach: (5-6 min)
Boys and girls, watch me as I encounter a word I don’t know as I read. (Read aloud the first page with
grandma on it in Thank You Mr. Falker by Patricia Polacco. Stop after the word “twilight” and think aloud.)
Hmm…I don’t know the word twilight. I wonder what it means. I’m going to read a little bit more to figure
out what it might mean. (Teacher reads two more sentences.) These next two sentences give me some
clues. The air is warm and fireflies are just coming out. That makes me think that it is getting dark so maybe
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twilight is the time of day when it gets dark, such as the sunset. Now I’m going to reread, substituting sunset
for twilight to see if it makes sense. (Reread paragraph, replacing twilight with sunset.) Sunset does make
sense in this case! Did you see how I did that? I solved an unknown word by reading forward to try and
figure out what it meant because that’s what good readers do.
Active Involvement: (2-3 min)
Now it is your turn to try. I’m going to read aloud another page from Thank You Mr. Falker that has a
challenging word. (Read aloud the second to last page, stopping after the word “bounded.”) Hmmm…I don’t
know what bounded means. What should I do? Turn and tell your partner. Read ahead, you say? Listen as I
read the next few sentences to see if you can help me figure out what it means. (Read aloud to the end of
the paragraph.) Turn and talk with your partner about the clues you heard and what you think it might
mean. (Listen as students discuss.) I heard several of you say you think it might mean ran. Let me reread
the paragraph replacing bounded with ran to see if it makes sense. (Reread paragraph, replacing bounded
with ran.) Does that make sense? Does this work? Nice work solving the unknown word because readers
solve unknown words by reading forward to try and figure out what it means.
Link:( 1-2 min)
Today as you are reading you will most likely encounter words that you don’t know. Instead of skipping over
it, read forward looking for clues. Then use those close to help you figure out what it might mean and reread
to see if it makes sense. Keep track of the unknown words and what you think they mean in your reading
response journals so you can share them with your partner at the end of reading today. Because good
readers solve unknown words by reading forward to try and figure out what they means.
Mid-Workshop Teaching Point:
Share: (5 min)
Bring your reading journals to the carpet and share with your partner an unknown word you encountered
today and what you think it means. This is a strategy you can use today and everyday, whether you are
reading a book, the newspaper, or the OAKS test because good readers solve unknown words by reading
forward to try and figure out what they mean.
Notes:
Option- Create a chart with vocabulary kids have found and what they think it means.
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Materials: Thank You Mr. Falker by Patricia Polacco
Unit 1 Mini Lesson 11
Unit of Study:
Building a Reading Life
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Goal:
Readers bring together reading lives, texts that matter and partners.
Teaching point:
Interdependent readers share their reading lives with others by interviewing each other
to learn about their reading histories, interests and hopes.
Catchy Phrase
Good readers get to know each other as readers to push their Reading forward
Text:
Standard
4.SL.1
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 4 topics
and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned
roles.
c. Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the
discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
Mini- Lesson: (7-10 minutes total)
Connection:
Readers we have just spent several days really getting to form relationships with our books. We practiced
using strategies to help us get deeper understanding, we learned to entice others to read our books without
telling the WHOLE story and we learned ways to solve unknown words.
Today, we are going build our friendships into reading friendships that will help us really get to know and
understand what we read.
Independent reading is not independent at all! It is actually interdependent reading. Readers recommend
books to others, we lend books to others, and we talk about books with others. We turn friends into reading
friends by getting to know each other as readers. We pay attention and really listen to each other’s reading
histories, interests and hopes so that we can be useful to our reading friends and help them as readers.
We are going to spend some time today interviewing our friends to understand them as reading friends.
Usually when you are going to interview someone you have your list ahead of time and you are ready to be an
active listener. You really want to know about your friend as a reader. To help make this process speedier, I
have some interview questions that you might pick from. You will want to be thinking about what you really
want to know about your reading friend. Good readers get to know each other as readers to push their
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reading forward
Teach:
Now, watch as Miss Peront and I demonstrate what this will look like. (You can do this as a team teach model
or use your assistant or a students to model. Use the Interview sheet below to pick some questions to ask
your co-demonstrator. Make sure to model listening attentively, nod your head, ask clarifying questions.
Students should be able to see how important listening attentively to your partner is in getting to know them
as a reader. Model picking the questions to ask by saying things like, “I already know what books she likes
because we know each other well, but I don’t know when reading is difficult for her, I’ll ask that”)
Notice how after I asked the questions I listened attentively, because I asked a question I really wanted to
know. I didn’t ask all of the questions. I only asked the ones I really wanted to know about. And I didn’t write
down the answers because I am not trying to fill out a paper… I am trying to get to know my reading friend.
Good readers get to know each other as readers to push their reading forward
Active Involvement:
So I when we came to the carpet, I had you sit next to certain people. These are your reading friends that I
assigned to you for our class discussions. I have been observing and thinking about you all as readers, and I
chose partnerships that made sense and would benefit you most.
Outside of class you can also make other reading friends, at recess, lunch, afterschool at home. Anywhere.
Because when we get the opportunity to talk about our reading it makes us better readers.
We are going to practice now. Look up here at the Reading Friends Interview Sheet. Take just a few seconds
to decide which question you would like to ask your reading friend right now. (give 10 sec)
Now partner A, go ahead and find out more about your reading friend. (give a min) Repeat with partner B
Link:
As you read, think about your own learning. What would you like to share with your reading friend about
yourself as a reader. What would you like to know about your reading friends reading? Feel free to add to
the interview questions, jot them down on a sticky note or the interview sheet. You will have more time later
in the workshop to spend time with your reading friend.
Mid-Workshop Teaching Point:
Remember to be thinking about yourself as a reader, and what you would like to know about your reading
friend as a reader.
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Share:
I am going to have ____________ and ____________ share what they wanted to know about each other as
readers and what they found out.
Notes:
Materials:
Unit 1 Mini Lesson 12
Unit of Study:
Building a Reading Life
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Goal:
Readers bring together reading lives, texts that matter and partners.
Teaching point:
Readers build reading relationships with others by talking about the books they read
and sharing their feelings about what happened in their story.
Catchy Phrase
Good readers share how they are feeling about the story with their reading friends to
help them become better readers.
Text:
Standard
4.SL.1
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 4 topics
and texts, building on others’ ideas and expressing their own clearly.
a. Come to a discussion prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and
link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
4.SL.4 Report on a topic or text, tell a story, or recount an experience in an
organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an
understandable pace.
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 min)
Yesterday we were busy turning our friends and reading friends. We got to know each other better as readers
by learning about our reading histories, hopes, struggles and preferences.
Today we are going to get to know our reading friends better by hearing about what they are reading now,
and how the feel about it. Readers understand more and become better readers from conversations. A lot of
the fun comes after reading time is over. When you get to talk about what you read.
Readers share what is happening in their book and how they feel about it. Sometimes we get scared(excited,
disappointed) and telling our reading friend about it clarifies why we felt that way. We get to tell our reading
friends what happened and why it made us feel that way. Good readers share how they are feeling about the
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story with their reading friends to help them become better readers.
Teach: (5-6 min)
We need to keep in mind what it means to be a good listener. We are looking at our reading friend, nodding
when we agree, asking questions when we don’t understand or want to know more.
Watch me as Miss Peront and I model a conversation about our reading.
Hi Miss Peront, how was your weekend? Good, but I’m feeling a little gloomy because I read this really good
book about WWII and it always feels gloomy to hear so many bad things that happened to innocent people.
Oh, that happened to me when I was researching Hitler. I understood that he was someone who had a lot
of troubles as a child. What part especially made you sad? Gosh, all of it really, but the part that was really
sad was just reading about how so many families had to evacuate their homes, leave everything behind and to
not know where they were going or if they would ever be able to return. This author was really good at
helping me feel how those families must have felt. Oh, really who is it? I might really enjoy reading this
book.
This is the kind of conversations about books that reading friends have on a regular basis. Did you notice how
Miss Peront told me about what was happening in her book and how she felt about it? I asked some clarifying
questions and gave her my complete attention. Without much effort, I found out about another book I might
like to read. Good readers share how they are feeling about the story with their reading friends to help them
become better readers.
Active Involvement: (2-3 min)
Now it is your turn. I had you bring your books with you today to the carpet. Take just a few moments to find
where you are in your book and remind yourself about what is happening. How are you feeling about what is
happening right now in your story? Remember to really listen to your partner by looking at them and nodding
or asking questions if you want to know more. Partner A turn to your partner and share. I will let you know
when it is partner B’s turn. Good readers share how they are feeling about the story with their reading
friends to help them become better readers.
Link: (1 min)
Now today when you are reading, really be thinking about how your book is making you feel. What will you
share with your reading friend when you get a chance to chat with them. Good readers share how they are
feeling about the story with their reading friends to help them become better readers.
Mid-Workshop Teaching Point:
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Share:
I saw and heard so many of you really sharing about how you felt about what was happening in your book.
What was it like for you to share your feelings? How did that help you as a reader?
Notes:
Materials:
Unit 1 Mini Lesson 13
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Unit of Study:
Building a Reading Life
Goal:
Readers bring together reading lives, texts that matter and partners.
Teaching point:
Readers keep the big picture of a story in their minds, by retelling the important events.
Catchy Phrase
Good readers use retelling to help them see the big picture of the story
Text:
Standard
4.RL.1
Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.
4.RL.2
Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
4.SL.2
Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and
orally.
4.RL.2
Determine the theme of a story, drama, or poem from details in the text;
summarize the text
Mini- Lesson: (7-10 minutes total)
Connection: (1-2min)
We have spent some time talking and discussing what we are reading and how what’s happening makes us
feel. We have gotten to know the histories of our reading friends and we are building relationships with our
friends to help each other become better readers.
Today, we are going to work on telling each other what is happening in the books we are reading. This will
help us catch up if we haven’t been reading the same books. Retelling is important but it isn’t enough to really
understand your whole story. Also remember that retelling isn’t just for when you are done reading. You can
retell at any point in your story to help you get the big picture.
Good readers use retelling to help them see the big picture of the story
Teach: (5-6)
(example discussion, use a book you have read together)
We read Stone Fox as a class. Do you remember how much we loved that story? If I wanted to tell one of my
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friends about this great story I would start at the beginning of the story and take big steps through the time
line of events, telling only the key parts of the text. I would step over the details and small events, and touch
down on the big, important events.
I am going to use my fingers to help me. One good strategy is using your fingers to make sure you only have
the most important parts. I am going to raise one finger each time I tell a big event. 5 big events should get
me to the end of the story. If I have more, I might have too much detail. Just make sure you don’t tell them
about the ending just in case they haven’t read the book yet!
So, It might sound like this:
“Willy and his dog, Searchlight, can’t wake up Grandfather. (first finger)
Willy gets Doc Smith, who tells him his grandfather is depressed. (second finger)
Willy finds out his grandfather owes a lot of money in taxes. (third finger)
Willy and Searchlight enter a sled dog race to try to win the prize money to save the farm and his grandfather.”
(fourth finger)
There were so many other things that happened during the story, but did you notice I skipped over the smaller
details to just give the big picture? And I only got to my fourth finger!
Good readers use retelling to help them see the big picture of the story
Active Involvement: (2-3min)
I had you bring your books again with you today. Take a few moments to think about where you are and what
you have read so far. Think about those big steps you would take through your book to explain what is
happening to your reading friend. (1 min)
Now, Partner A you can share your big steps with your reading friend. Remember you can use your fingers to
walk across your story if that helps.
(repeat partner B) (1 min each)
Link:
During readers workshop today, be thinking about those big steps in your book and how sharing the big steps
with your reading friend helps you as a reader to see the big picture.
Mid-Workshop Teaching Point:
Remember that to see the big picture, you need to take note of the big events not necessarily the little details.
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Share:
I saw _________ and ____________ really taking big steps in their stories as they were having their
conversation. I asked them to reenact their discussion for you.
Notes:
Materials:
Unit 1 Mini Lesson 14
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Unit of Study:
Building a Reading Life
Goal:
Readers bring together reading lives, texts that matter and partners.
Teaching
point:
Readers implement synthesized retellings by constantly switching between past and
present events from their story.(parenthetical speaking)
Catchy Phrase
Good readers tell about “before” for their reading friends to understand “now”
Text:
Standard
4.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion
and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
4.SL.2
Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
4.SL.3
Identify the reasons and evidence a speaker provides to support
particular points.
4.RL.2
Determine the theme of a story, drama, or poem from details in the text;
summarize the text
Mini- Lesson: (7-10 minutes total)
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Connection: (1-2 min)
We have done so many things with our reading friends. Yesterday we practiced retelling what is happening in
our story using big steps. And how taking those big steps helps us understand the big picture in our book.
Readers at times start retelling at the beginning, and other times we start retelling the part of the book we
just finished reading. Whenever we’re just retelling the last part we read, it’s important to add parts from
earlier in the story that helps explain what is happening now.
That’s speaking parenthetically. As you’re telling the story, you do this when you stop, and change the tone of
your voice to tell something that previously happened that will help your reading friend understand what is
happening.
Teach: (5 – 6 min)
Listen as I show you how this works:
In Chapter 8, Willy rode his sled to the edge of the town on the day of the race. He stopped—
amazed to see so many spectators.(This is the race he entered so he could get money to save the
farm from tax collectors and his grandfather from depression.) Willy saw that one of the people who
had come to cheer him on was
Doc Smith.(Doc Smith is the person who told Willy he was nuts to try to f ind a way to help his grandfather pay
the tax money.)”
In my retell, I told you details from before to help you understand what I was telling you about right now. Did
you hear how my voice changed? Did you notice that I threw my arm backward to show my reading friend
that this happened before in the book. I also look away from the person to recall details that may be
important to this situation.
Active Involvement:
Take a few moments to think about how you would retell the part you’ve most recently read in your book.
What things might you add to your retell that you’ve read before for your reading friend to better understand
what’s happening in your book. Remember that good readers tell about “before” for their reading friend to
better understand “now”.
Link:
During reader’s workshop today think about how you would retell as you read, and what things have
happened before in your story, that your reading partner will need to know to really understand your retell
now.
Mid-Workshop Teaching Point:
Remember to think about those things that your reading friend might need to know to understand what
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you’ve read today. Think about which parts of the “big picture” you need to understand your reading now.
Share:
Notes:
Materials:
Unit 1 Mini Lesson 15
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Unit of Study:
Building a Reading Life
Goal:
Readers bring together reading lives, texts that matter and partners.
Teaching
point:
Reading partners grow brilliant ideas by listening to each other with their minds and hearts
open.
Catchy Phrase
Good readers listen to their Reading friends with open minds and hearts.
Text:
Standard
4.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion
and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
4.SL.2
Paraphrase portions of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
4.SL.3
Identify the reasons and evidence a speaker provides to support
particular points.
4.RL.2
Determine the theme of a story, drama, or poem from details in the text;
summarize the text
Mini- Lesson: (7-10 minutes total)
Connection: (1-2 min)
We’ve been talking about retelling about our books in order to understand the big picture in the stories we read.
We practiced making sure to mention some of what has happened before with parenthetical speaking for our
reading friends to fully understand the big picture of our books. This helps us all better understand the big picture
of what we read.
Today, we’re going to practice listening to our reading friend’s ideas with our minds and hearts open. Because with
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the right listening and conversation, we can help them transform a good idea into a brilliant idea. We can help
them get a deeper understanding of their books with our listening and conversation. Good readers listen to their
Reading friends with open minds and hearts.
Maybe you’re thinking, “great, how do I do that?” That goes right back to the kind of listening you are doing with
your reading friend. Good readers listen with an open heart and mind. I’ve created a T chart to help us remember
what it looks like and sounds like to listen with an open heart and mind.
Teach: (5 – 6 min)
We’re going to talk and show about what listening with an open heart and mind looks like. Let’s read through the
chart quickly, and then I’m going to show you how this looks and what it sounds like with my reading friend.
What it looks like
making eye contact
looking at the other person’s gestures
nodding
leaning forward to hear the other person better
looking if the other person points at their book
watching reading friend attentively
What it sounds like:
“Mmm-hm..”
asking questions to better understand
quiet when reading friend is talking
After discussing the chart, model with a teaching partner, teacher’s aide, or student what listening with an open
heart and mind looks like. Be sure to display the behaviors on the chart so students understand what is expected of
them. Also, be sure to model “polishing” an idea so that it goes from being good to brilliant. Example:
A: I was thinking that maybe Little Willy wouldn’t be able to be ready for the race.
B: Why were you thinking that?
A: Because he’s just a boy, what can he do to help?
B: Well, it goes to show you great things happen when people work hard, I think even kids can make a difference, if
they really try.
A: Maybe you’re right. Maybe he will be able to get ready for the race, then he’d be a real hero, because he’d be
just a little boy who saved the day.
Good readers listen to their Reading friends with open minds and hearts.
Active Involvement: (2 min)
Now you get an opportunity to listen to your reading friend with an open mind and heart. Remember to look at the
chart if you forget what you should be doing while your reading partner speaks to you.
Link:
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When we have time to read with your reading friend later today, take the opportunity to practice listening to your
reading friend with an open heart and mind. Remember, good listening will help your reading friend to make good
ideas brilliant ones.
Mid-Workshop Teaching Point:
Remember to share your good ideas with your reading friend. A good conversation with a reading friend can help
you develop great ideas.
Share:
I saw _________ and __________ have a great conversation that helped them polish an idea. I asked them to
share it with you.
Notes:
Materials: T chart for social skills (with an eye and a ear on it) for what it looks like and sounds like to listen with
an open heart and mind.
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