Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
Unit 1 Table of Contents
Readers Build Good Habits
Section
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Page #
CCSS at Grade 1
Unit 1 at a Glance
English/Spanish Monthly Planner (English Only)
English/Russian Monthly Planner (None)
Assessment Checklist
Unit Goals and Standards
Lesson
Lesson Title
Lesson 1
Readers get ready to read by finding a smart spot to
read ( a bubble space, and a safe place).
Lesson 2
Readers can read their books by reading the
illustrations.(Introduce 3 ways to read to read a book
chart)
Readers can read their books by reading the words.
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
3-6
7-8
9-10
Missing
11
12-15
Page #
16-17
18-19
20-21
Readers know that one way to read a book is by
retelling a story we already know.
Readers get ready to read by previewing
22-23
Readers get ready to read a new book by thinking
about what kind of words they might see in the book.
Readers build stamina by focusing on their reading for
longer periods of time.
26-27
24-25
28-29
Lesson 8
Readers refocus by going back and rereading to
remember the last part they read.
30-31
Lesson 9
Readers learn more from their books by rereading
with their best storyteller voice.
32-33
Lesson 10
Readers learn more from their books by rereading
and finding something new from the pictures or the
34-35
1|Page
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
text.
Lesson 11
Readers set goals by keeping track of how many
books they read and then try to read more.
Lesson 12
Readers learn more from their books by rereading
with a partner.
(Introduce reading with a partner T-Chart “3 ways to
Read Together”)
Readers read books with a partner by taking turns.
Lesson 13
36-37
38-40
41-42
Lesson 14
Reading partners practice their reading by echoing
each other.
43-44
Lesson 15
Partners set goals by keeping track of how many
books they read and then try to read more.
45-46
Lesson 16
Readers make connections by thinking about how
their own experiences are like the book.
47-48
Lesson 17
Readers make connections by thinking about how
their book is like another book they have already
read.
Readers make connections by thinking about how the
book reminds them of something in the world around
them.
Readers make movies in their minds by using their
senses. (Visualizing)
Lesson 18
Lesson 19
49-50
51-52
53-54
Lesson 20
Reading partners make meaning together by retelling
our stories to our partners.
Lesson 21
Reading partners make sure their partners don’t get
stuck by asking them to try different strategies.
Reading partners share books by talking about funny
parts, sad parts, confusing parts or parts that
surprised us.
57-58
Readers talk about books with the partners by asking
and answering thoughtful questions
Missing
Lesson 22
Lesson 23
2|Page
55-56
59-60
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
CCSS at Grade 1
RI.4.3 stands for Reading, Informational Text, Grade 4, Standard 3
W.5.1a stands for Writing, Grade 5, Standard 1a
UNITS OF STUDY FOR: Grade 1, Unit 1
READING- Literature
Standard
Unit 2
Unit 7
Unit 8
Unit 9
Unit
10
X
X
X
N/A
N/A
X
X
X
Unit 3
1.RL.1
X
1.RL.2
X
1.RL.3
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1.RL.4
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Unit 4
Unit 5
Unit 6
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1.RL.5
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1.RL.7
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1.RL.9
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1.RI.1
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1.RI.2
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1.RI.3
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1.RI.4
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1.RL.6
1.R1.L0
READING- Informational
Unit 1
X
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1.RI.5
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X
1.RI.6
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1.RI.7
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1.RI.8
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1.RI.10
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RE
A
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GFo
un
da
tio
na
l
1.RF.1a
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3|Page
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Grade 1
Unit 1
Standard
Readers Build Good Habits
Unit 1
Unit 2
Unit 3
Unit 4
Table of Contents
Unit 5
Unit 6
1.RF.2a
X
1.RF.2b
X
1.RF.2c
X
1.RF.2d
X
1.RF.3a
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1.RF.3b
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1.RF.3c
X
X
1.RF.3d
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1.RF.3e
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1.RF.3f
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1.RF.3g
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1.RF.4a
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1.RF.4b
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1.RF.4c
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1.W.2
WRITING
X
X
X
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X
1.W.3
Unit 8
X
1.W.1
SPEA1ING &
LISTENING
Unit 7
X
X
X
X
1.W.5
X
1.W.6
1.W.7
X
1.W.8
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1.S1.La
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1.S1.Lb
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1.S1.Lc
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Unit 9
Unit
10
Grade 1
Unit 1
Readers Build Good Habits
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
1.SL.2
X
X
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1.SL.3
X
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Standard
1.SL.4
Unit 1
Table of Contents
X
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1.SL.5
LANGUAGE
1.SL.6
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1.L.1a
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1.L.1b
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1.L.1c
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1.L.1d
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1.L.1e
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1.L.1f
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1.L.1g
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1.L.1h
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1.L.1i
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1.L.1j
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1.L.2a
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1.L.2b
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1.L.2c
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1.L.2d
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1.L.2e
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1.L.4a
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Unit 9
Unit
10
Grade 1
Unit 1
Standard
Readers Build Good Habits
Unit 1
Unit 2
Unit 3
Unit 4
Table of Contents
Unit 5
Unit 6
1.L.5b
1.L.5c
6|Page
Unit 8
X
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1.L.5d
1.L.6
Unit 7
X
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Unit 9
Unit
10
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
Unit of Study at a Glance Planner
Unit 1 Readers Build Good Habits
GOAL:
Establish Rules, and expectations for reading to self
MINILESSONS:










Readers get ready to read by finding a
smart spot to read ( a bubble space, and a
safe place). 1.RML.1-1
Readers can read their books by reading the
illustrations. (p.17) 1.RML.1-2
Readers can read their books by reading the
words. (p. 18) 1.RML.1-3
Readers know that one way to read a book
is by retelling a story we already know. (p.
19) 1.RML.1-4
Readers get ready to read by previewing (p.
19) 1.RML.1-5
Readers get ready to read a new book by
thinking about what kind of words they
might see in the book. (p. 18) 1.RML.1-6
Readers build stamina by focusing on their
reading for longer periods of time. (p. 18)
1.RML.1-7
Readers refocus by going back and
rereading to remember the last part they
read. (pg. 18, 24) 1.RML.1-8
Readers learn more from their books by
rereading with their best storyteller voice.
1.RML.1-9
Readers learn more from their books by
rereading and finding something new from
7|Page
GOAL:
Being independent learners in a partner setting
MINILESSONS:

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




Readers learn more from their books by
rereading with a partner. 1.RML.1-12
Readers read books with a partner by taking
turns. 1.RML.1-13
Reading partners practice their reading by
echoing each other. RML.1-14
Partners set goals by keeping track of how
many books they read and then try to read
more. 1.RML.1-15
Readers make connections by thinking
about how their own experiences are like
the book. 1.RML.1-16
Readers make connections by thinking
about how their book is like another book
they have already read. 1.RML.1-17
Readers make connections by thinking
about how the book reminds them of
something in the world around them.
1.RML.1-18
GOAL:
Make movies in our minds (visualization) and work
with our partners to become stronger readers.
MINILESSONS:





Readers make movies in their minds by
using their senses. (Visualizing) 1.RML.1-19
Reading partners make meaning together
by retelling our stories to our partners
1.RML.1-20
Reading partners make sure their partners
don’t get stuck by asking them to try
different strategies. 1.RML.1-21
Reading partners share books by talking
about funny parts, sad parts, confusing
parts or parts that surprised us. 1.RML.1-22
Readers talk about books with the partners
by asking and answering thoughtful
questions 1.RML.1-23
Grade 1

Unit 1
Readers Build Good Habits
the pictures or the text. 1.RML.1-10
Readers set goals by keeping track of how
many books they read and then try to read
more. (p. 19) 1.RML.1-11
8|Page
Table of Contents
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
WORKSHOP CALENDAR FOR:
Grade 1, Reading Unit 1
Date:
Unit of Study:
Readers Build Good Habits
Charts:
MONDAY
1-1
Readers get ready to read by finding a
smart spot to read ( a bubble space,
and a safe place).
TUESDAY
1 -2
Readers can read their books by
reading the illustrations.
1.RML.1-2
WEDNESDAY
1-3
Readers can read their books by
reading the words.
1.RML.1-3
THURSDAY
1-4 (Keep building stamina)
Readers know that one way to read
a book is by retelling a story we
already know.
FRIDAY
1-5 (Keep building stamina)
Readers get ready to read by
previewing 1.RML.1-5
1.RML.1-1
1.RML.1-4
1-6 (Keep building stamina)
Readers get ready to read a new book
by thinking about what kind of words
they might see in the book.
1.RML.1-6
1-10
Readers learn more from their books
by rereading and finding something
new from the pictures or the
text.1.RML.1-10
1-7 (Think aloud about visualization
in read aloud time)
1-8
Mini-lesson choice day
1-9
Readers build stamina by focusing on
their reading for longer periods of time.
Readers refocus by going back and
rereading to remember the last part
they read.
Readers learn more from their
books by rereading with their best
storyteller voice.
1.RML.1-7
1.RML.1-8
1.RML.1-9
1-11
1-12
1-13
Readers set goals by keeping track of
how many books they read and then
try to read more.
Mini-lesson choice day
Readers learn more from their books
by rereading with a partner.
Readers read books with a partner
by taking turns.
1.RML.1-12
1.RML.1-13
1.RML.1-11
1-14
Reading partners practice their
reading by echoing each other.
1-15
Partners set goals by keeping track of
how many books they read and then
try to read more.
1-16
Mini-lesson choice day
Readers make connections by
thinking about how their own
experiences are like the book.
1.RML.1-14
1.RML.1-15
1-17
Readers make connections by
thinking about how their book is
like another book they have
already read.
1.RML.1-16
1.RML.1-17
9|Page
Grade 1
Unit 1
Readers Build Good Habits
1/18
1/19
Readers make connections by
thinking about how the book reminds
them of something in the world
around them.
Readers make movies in their minds by
using their senses. (Visualizing)
Table of Contents
1-20
Mini-lesson choice day
1-22
1-23
1-24
Reading partners share books by
talking about funny parts, sad parts,
confusing parts or parts that surprised
us.
Readers talk about books with the
partners by asking and answering
thoughtful questions
1.RML.1-23
Celebration – take our book boxes
and read to kindergarteners
10 | P a g e
Reading partners make meaning
together by retelling our stories to
our partners.
Reading partners make sure their
partners don’t get stuck by asking
them to try different strategies.
1.RML.1-20
1.RML.1-21
1.RML.1-19
1.RML.1-18
1.RML.1-22
1-21
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
Unit of Study Assessment Checklist
Unit 1- Readers Build Good Habits
Name
-= Beginning
11 | P a g e
Participates in collaborative
conversations.
1.SL.1 Participate in collaborative
conversations with diverse
partners about topics and texts.
Reads with fluency:
1.RF.4b Read grade level text
orally, with accuracy, appropriate
rate and expression on successive
readings.
*** Writing Samples: Day 1= choice writing sample. Last day = copy of published piece.
√= Developing
Notes
+= Mastery
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
First Grade Reading Unit 1
Unit of Study Planning Template
Unit:
Goals:
(These should align with
Essential Questions. Each
goal is developed in the
following planning
pages- one per goal.)
Readers Build Good Habits



Establish Rules, Centers and expectations
Make movies in our minds (visualization)
Being independent learners in a partner setting
Essential
Questions:
(These should be aligned
with Goals.)
Standards:
1.RL.1
Ask and answer questions about key details in a text.
1.RL.2
Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
1.RL.3
Describe characters, settings, and major events in a story, using
key details.
1.RL.4
Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
1.RL.7
Use illustrations and details in a story to describe its characters,
setting, or events.
1.RL.9
Compare and contrast the adventures and experiences of
characters in stories.
1.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 orally with accuracy, appropriate
rate, and expression on successive readings.
12 | P a g e
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
c. Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.
1.SL.1
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics
and texts under discussion).
b. Build on others’ talk in conversations by responding to
the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics
and texts under discussion.
1.SL.4 Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
Key Vocabulary:
13 | P a g e
English
Spanish
Strong
fuerte
Habits
Hábitos
Choice
elección
Reader
Lector
“just right”
“a mi medida”
Stamina
Vigor/duración
Motivation/ drive
motivación
Brain power
Poder mental
Focus
Enfoque
Imagination
imaginación
Visualize
Visualizar
Strategies
Estrategias
Reread
Volver a leer
Momentum
Ganar impulso
Grade 1
Unit 1
14 | P a g e
Readers Build Good Habits
Table of Contents
comprehension
Comprensión
Goal
Meta
Choral reading
Lectura coral
echo
Lectura eco
envision
Envisionar
Predict
Predecir
adventure
Aventura
Character
Personajes
Partner
compañero
Cover
portada
illustration
ilustración
Setting
escenario
Author
Autor
Illustrator
ilustrador
Volume
Volumen
Tricky words
Palabras traviesas
Independent
Independiente
Fluency
Fluidez
Expression
expresión
Title
título
Revise
Revisar
Schema
esquema
Connection
Conexiones
Stuck
Atorado
unstuck
Desatorado
Movie in your mind
Película en tu mente
Grade 1
Unit 1
Anchor Texts:
Readers Build Good Habits
Table of Contents
English
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

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Ruthie and the Teeny Weeny and the (Not so )Teeny Tiny Lie
Saturday Mornings ( a Mondo book)
David series
Good Night Moon, Margaret Wise Brown
Runaway Bunny Margaret Wise Brown
Good Night Gorrilla
Audrey/Don Wood Series
Etc. Napping House
Olivia
Caps for Sale , Esphyr Slobodkina,
Molly Lou Mellon
The Little House
Jan Brett Series
Laura Numeroff
Doreen Cronin
Assessment:
FORMATIVE
SUMMATIVE
(Including CCSS
performance task.)
*Spelling inventory- Words Their Way.
*DRA/EDL
*Running Records with Miscue Analysis
*Projects individual/partner
*Concepts about print assessment
* acecdotal notes on listening to kids read
*conferencing
*Checklist
15 | P a g e
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
Unit 1 Mini Lesson 1
Unit of Study:
Teaching point:
Goal:
Catchy Phrase:
Text:
Chart:
Standard:
Readers Build Good Habits
Readers get ready to read by finding a smart spot to read ( a bubble space, and a
safe place).
Los lectores se preparan para leer cuando encuentran un lugar a todo dar.
Establish Rules, and expectations for reading to self
I found a smart spot to read!
¡Encontré un lugar a todo dar para leer!
A collection of books (book box, book bag)
Begin the “I Get ready to read” chart, to which you will add today’s goal finding
a smart spot.
Procedural (no specific standard)
Mini- Lesson: (7-10 minutes total)
Connection:
Last year in Kindergarten, you found out how wonderful and amazing books and stories are. You read
lots of books and learned lots of strategies for becoming great readers. You read with by yourself, you
read with partners and you listened to your teacher read lots of books. And this year you are going to
read even more interesting and wonderful books! Today we are going to begin to review how to get
ready to read these wonderful books. One of the things you learned last year is that good readers find a
smart spot to read. A smart spot has a bubble space, and is a safe place where you don’t get hurt.
Teach:
We know that a smart spot has a bubble around it (add to chart). We also know that it is a safe place
where readers won’t get hurt (add to chart).
So now I am going to try to find a safe place to read. (teacher moves under the table.) Is this a safe spot
to read? No, I might bump my head and get hurt.
(Teacher moves behind a door.) Is this a smart spot to read? No, someone might need to come in and
bonk me with the door.
(Teacher sits down in a safe spot, but too close to a student) Yes, this is a safe spot where I won’t get
hurt!
Now I am going to see if it is a bubble spot too. I remember that a bubble spot is where, when I reach
out my hands I won’t be touching any other readers. This way I can focus on enjoying my books and not
be distracted.
(Teacher stretches arms out to see if she’s touching anyone else.) Hmmm…is this a bubble spot?
When I reach out with my arms I can touch someone else. So, nope it’s not a bubble spot.
(Teacher chooses one additional good spot and tries it out again.) I am in a safe spot and I am in a
bubble spot. This is a SMART SPOT!
“I found a Smart spot to read!”
Active Involvement:
Think about the spots I tried out. Turn to an elbow partner, think of a place, that was NOT a smart part
and tell your partner where and why. That was not a smart spot because…
Turn to an elbow partner, think of a place, that was a smart part and tell your partner where and why.
16 | P a g e
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
That WAS a smart spot because…
Good job, I heard _______ say ________________. I also heard ___________say ____________.
Link:
Remember good readers find smart spots (a bubble space, and a safe place) so today, and every day
from now on you’ll know how to find a smart spot to get ready to read. You’ll be able to say… “I found a
smart spot to read!” As I call your name, go find a smart spot to read.
Mid-Workshop Teaching Point:
check in to see if the students are in smart spots. Use examples of students who are and are not in
smart spots
Share:
Have a student share where he picked and why. (a good example)
Notes:
keep chart as you will need it for lessons 5,6,7, 8
Materials:
books for students to read in their “smart spots.”
17 | P a g e
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
Unit 1 Mini Lesson 2
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers know that one way to read a book is by reading the illustrations.
Una manera de leer un libro es por leer las ilustraciones.
I can read the pictures!
¡Puedo leer las ilustraciones!
The Very Hungry Caterpillar (or other familiar text)
Day 1 of “3 Ways to Read a Book” chart.
1.RL.7 Use illustrations and details in a story to describe it’s characters, setting
or events.
Catchy Phrase:
Text:
Chart:
Standard:
Mini- Lesson: (7-10 minutes total)
Connection:
Yesterday we learned about how readers find a smart spot to read. But I bet, that some of you are
thinking, I don’t know how to read yet. Well I have some exciting news. There is more than one way to
read a book! Today we are going to learn about the first way to read a book and for this way you don’t
even have to know how to read the words in the book! The first way to read a book is to read the
illustrations. Watch and listen as I show you.
Teach:
(Using a familiar picture book, model and comment about each picture in the book be sure to cover the
words in the book with post its). Here is one of my favorite books and I also know that you guys read it in
kindergarten; it is Eric Carle’s The Very Hungry Caterpillar. On the first page I see a caterpillar egg sitting
on a leaf at night. See? I can read the pictures without looking at the words! Because one way to read a
book is by reading the illustrations.
Next, I see that the egg has hatched and that caterpillar is out walking around. I can totally read the
pictures in this book!
Then the caterpillar goes looking for food. He eats one red apple but he was still hungry. Hey did you
notice how I was reading this book without even looking at the words?
I am going to add this to my chart, “Three ways to read a book” (add it to the chart). It will say that one
way is to read the illustrations.
Active Involvement:
Now it is your turn. Turn to your elbow partner share with them what the illustration says here. Great I
heard _____ say that the caterpillar eat 2 green pears. Good job reading the pictures!
Now on this page, tell your elbow partner what this illustration says. Yes, I heard lots people saying that
the caterpillar ate three purple plums. You are all so good at reading the illustrations.
Link:
After you find your smart spot to read today, remember that one way a reader reads is by reading the
illustrations.
18 | P a g e
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
Mid-Workshop Teaching Point: Remember when you are reading the illustrations of a book, your eyes
need to stay focused on your book.
Share:
Have a couple of students share how they read the illustrations of their books.
Notes:
Materials:
The Very Hungry Caterpillar (Eric Carle), Getting Ready to Read chart
19 | P a g e
Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
Unit 1 Mini Lesson 3
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers can read their books by reading the words.
Una manera de leer un libro es por leer las ilustraciones.
I can read the words!
¡Puedo leer las palabras!
The Birthday Cake (or other familiar text)
Day 2 of “3 Ways to Read a Book” chart.
1.RL.7 Use illustrations and details in a story to describe it’s characters, setting
or events.
Catchy Phrase:
Text:
Chart:
Standard:
Mini- Lesson: (7-10 minutes total)
Connection:
Yesterday we learned that one way to read a book is by reading the illustrations. It was so much fun to
watch everyone be able to read. Today we are going to learn about another way to read books. Good
readers not only read the illustrations, but they can also read the words. Watch and listen as I show you.
Teach:
(Using a familiar big book with a very easy pattern (A level), model reading first couple of pages). Here is
one of my favorite books and I also know that you guys read it in kindergarten; it is Joy Cowley’s The
Birthday Cake. On the first page I see that there is a red cake. Ah! Look right here; (point to words) the
words say “The red cake.” Did you notice how I read the words? Remember, Readers read their books
by reading the words.
On this page I see that they are putting a yellow cake on top of the red cake. And look, look here the
words say…A yellow cake. Did you see how I did that? I read the words, because Readers read their
books by reading the words.
I am going to add this to my chart; “Three ways to read a book” (add it to the chart). It will say that
another way to read a book is by reading the words.
Active Involvement:
Now it is your turn. Turn to your elbow partner share with them what the words says here. Great I heard
_____ say that the words say A blue cake. Good job reading the words!
Now on this page, tell your elbow partner what the words say. Yes, I heard lots people saying that it says
A pink cake. You are all so good at reading the words.
Link:
After you find your smart spot to read today, remember that another way a reader reads is by reading
the words.
Mid-Workshop Teaching Point:
Remember when you are reading try book ways to read that we have talked about. Try reading the
illustrations of a book and reading the words.
Share:
Have a couple of students share how they read the words in their books.
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Unit 1
Readers Build Good Habits
Notes:
Materials:
The Birthday Cake (Joy Cowley), Getting Ready to Read chart
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Grade 1
Unit 1
Readers Build Good Habits
Table of Contents
Unit 1 Mini Lesson 4
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers know that one way to read a book is by retelling a story we already
know.
Una manera de leer un libro es de relatar una historia que ya conocemos.
I can retell the story!
¡Puedo relatar la historia!
The Three Little Pigs (or other familiar text)
Day 3 of “3 Ways to Read a Book” chart.
1.RL.7 Use illustrations and details in a story to describe it’s characters, setting
or events.
1.RL.2 Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
Catchy Phrase:
Text:
Chart:
Standard:
Mini- Lesson: (7-10 minutes total)
Connection:
We have already learned two very exciting ways to read a book. So you might think those are the only
ways to read. But you know what? There is still one more way to read a book. You learned to read the
illustrations, and you learned how to read the words. Today you are going to learn how to …Retell a
story you already know. You might have read the story last year in kindergarten, or maybe your mom
has read it to you at bedtime, or maybe we have read it together in first grade. Watch and listen as I
show you how I retell a story.
Teach:
(Using a familiar picture book, model and comment about each picture in the book be sure to cover the
words in the book with post its). Here is a book that you may know from kindergarten. It is the Three
Little Pigs. It is one of my favorite stories because it has a happy ending for the pigs. Watch and listen
as I show you how to retell this story because one way to read a book is by retelling the story.
Okay, so in the beginning, the momma pig says to her sons, you are all grown up now and you have to
make your own homes. (Teacher shows first page of the book) so they go out into the world. Let’s, see,
hmmm… what happened next? Oh yes, next, the little pig get what they need to build their homes. One
gets straw, another gets sticks and the last one gets bricks. (show pages briefly flipping through them)
After that, comes the big bad wolf. I always loved this part even though it is a little scary. I like how he
says “I’m going to huff and puff and blow your house down!” Then he does, he blows the straw and the
stick house down. The pigs run to the brick house after their houses are blown down.
In the end, the wolf tries to go down the chimney to get the pigs, but ends up in their soup pot instead.
See how I retold the story I already knew?
I am going to add this to my chart; “Three ways to read a book” (add it to the chart). It will say that one
way is to retell a story; because readers read by retelling a story we already know.
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Active Involvement:
Now it is your turn. Turn to your elbow partner and retell the first part of The Three Little pigs (show
page with pigs leaving home). Great I heard _____ say that the pigs went out into the world to build
their houses. Good job retelling the story!
Now retell what happens in the middle of the story (flip through the pages of the story where the pigs
are building their houses) with your elbow partner. Yes, I heard lots people saying that the Three Little
Pigs built their houses out of straw, sticks and bricks.
This time, retell with your elbow partner, what happens at the end of the story (show the pages where
the wolf tries to blow down the brick house, and him going up to the rooftop).
Link:
After you find your smart spot to read today, remember that one more way a reader reads is by retelling
a story you already know.
Mid-Workshop Teaching Point:
Remember when you are retelling a book you already know, your eyes need to stay focused on your
book.
Share:
Have a couple of students share how they retold their books.
Notes:
Materials:
The Three Little Pigs, and the Getting Ready to Read chart
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Unit 1 Mini Lesson 5
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers get ready to read by previewing.
Los lectores se preparen para leer cuando echan un vistazo al libro.
I previewed the book. I am ready to read!
Yo eche un vistazo. ¡Estoy listo para leer!
The Birthday Cake (or other unfamiliar text) plus another new unseen big book
for the active involvement.
Add today’s goal to “Getting Ready to Read” chart.
1.RL.7 Use illustrations and details in a story to describe it’s characters, setting
or events
Catchy Phrase:
Text:
Chart:
Standard:
Mini- Lesson: (7-10 minutes total)
Connection:
We have been working really hard on 3 ways to read a book. One great thing about being a reader is
that we continually get to read new books. Sure we can always read our old favorites, but it is also really
exciting to read new books. Today we are going to learn what good readers do when they get to read a
new book. One thing a good reader does when they get a brand new book is that they preview it. This
means that they look at the front and back covers, they flip through the book, looking at the illustrations
to see what it is about.
Teach:
Add today’s goal to chart. (Readers get ready to read a new book by previewing.)
Now I preview my book before reading it. I am going to start by looking at the front cover. Hmmm... I
see a two people making something. It looks like there is a cookbook here. I bet they are cooking
something. The title says The Birthday Cake. Huh, I bet they are going to make the cake for someone’s
birthday. (Flips to back of book and looks.) Oh here is a lady eating a big piece of cake. I think she might
be a queen because she is wearing a crown. (Flips through the first couple of pages.) Here, It looks like
the queen has a bunch of presents on her bed and she is reading a card. It must be her birthday. On this
page, the two people are carrying a red cake. Here it shows them putting a yellow cake on top of the red
one. They must be making the queen’s birthday cake. (continue on previewing page by page)
Now that I have looked at the front and back covers and the illustrations, I am ready to read my new
book, because good readers get ready to read by previewing.
I previewed the book. I am ready to read!
Active Involvement:
Now it is you and your partners turn to preview a new book.
Partner A, tell partner B what is the first thing you do when you’re previewing a book.
(Students do this.) I heard you say that we look at the front and back covers.
Partner B, tell Partner A what you see on the covers. (Teacher shows front and back cover of new text
from classroom library.)
Partner B, tell Partner A another thing we look at when previewing a book. (Partners talk.) I heard you
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say that we look at the illustrations and flip through the pages. Let’s do that now. (Teachers show the
students some pages and students tell each other what they see.)
“I previewed the book. I’m ready to read!”
Link: After you find your smart spot to read today, remember that readers preview the book before
they read it! Go find your smart spots, get out your book and remember to preview it first! Say to
yourself...
“I previewed the book. I’m ready to read!”
Mid-Workshop Teaching Point:
Remember that you preview every book before you read it, not just the first book that you read!
Share:
Have a couple of students share what they did to preview the book.
Notes:
Materials:
The Birthday Cake (Joy Cowley), Getting Ready to Read chart.
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Unit 1 Mini Lesson 6
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers get ready to read a new book by thinking about what kind of words
they might see in the book.
Los lectores se preparan para leer cuando piensan en las palabras que podrían
ver en el libro.
Text:
Chart:
Standard:
The Birthday Cake
Add today’s goal to “Getting Ready to Read” chart
1.RL.7 Use illustrations and details in a story to describe it’s characters, setting
or events
Mini- Lesson: (7-10 minutes total)
Connection:
Yesterday we talked about how good readers preview their new books by looking at the front and back
covers, and flipping through the illustrations. We previewed The Birthday Cake and decided that this
book must be about a queen who has a birthday and some of her friends make her a birthday cake with
lots of different colors. See how much we already know about the story and we haven’t even read the
words yet? Well, there’s one more thing we can do to learn more about the story before we start to
read. That something is to think about the words we might see in the book.
Teach:
Let’s think about the words that we might see in this book. Hmmm, this book is about a queen’s birthday.
So I bet the word “queen” is going to be in there. We also know it’s about a cake, so I bet the word
“cake” is going to be in this book too. We notice that each cake is a different color, so I bet color words
are going to be in this book. We also know it’s the queen’s birthday, so I bet the word “birthday” is going
to be in here too. Let’s write all the words we thought about on this graph. Let’s see: queen, cake,
birthday, red, yellow. What other colors were in there? Pink, blue, green and brown. I’ll write all these
words down that I think will be in the book. (Teacher adds words to chart as she says them).
Now, let’s read to see if we were right and these words are in the book. We do this because good
readers think about what words they might see before they even start to read.
On page 2 it says, “A red cake.” Oh, “red” and “cake” – both of these words are on our list. I’m going to
put a check next to them. (Make a check next to each word on the chart).
On page 3 it says, “A yellow cake.” “Yellow” and “cake.” These words are also on our chart. Oh we are so
smart, we knew what words we’d find. Let’s check these words off on our chart. (Make a check next to
each word on the chart).
You see how easy that was? Readers get ready to read a new book by thinking about what kinds of
words they might see in the book Let’s add this new strategy to our chart. (Teacher adds the following
to “Getting Ready to Read” chart: “thinking about the words”)
Active Involvement:
Now it’s you and your partner’s turn to check off words that we find. Teacher reads page 4. “A blue
cake.” Ok, now tell your partner which words we thought we’d find in the book and check them off
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together. (Encourage students to make a “check” motion in the air when they find the words)
Teacher reads page 5. “A pink cake.” Ok, now tell your partner which words we thought we’d find in the
book and check them off together. (Encourage students to make a “check” motion in the air when they
find the words)
Continue reading through book and having students “check off” when they find words from the chart.
(Listen for pairs of students who are talking about the words they hear in the book). I heard ___ and
_____ saying that they heard the word “green” in the book. They’re right, we thought we would see the
word green, and we did!
Readers get ready to read a new book by thinking about what kind of words they might see in the book
Link:
Today when you read a new book from your book box, stop and think what words you’ll see before you
start to read. Then, after you read the book, go back and “check off” the words that you thought would
be in the book and really were there.
Mid-Workshop Teaching Point:
Share:
Have several students share the words they predicted and found in their own book.
Notes:
Some students might pick up on the fact that “queen” is not in book. It’s up to you if you want to
address this or not.
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Unit 1 Mini Lesson 7
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers build stamina by focusing on their reading for longer periods of time.
Los lectores aumentan su duración de lectura cuando se enfocan en sus libros
por más y más tiempo.
I’m focused! I’m building stamina.
¡Estoy enfocado! Aumento mi duración de lectura.
Catchy Phrase:
Text:
Chart:
Standard:
Begin new chart “Read to Self”
Procedural (no standard)
Mini- Lesson: (7-10 minutes total)
Connection: Today we are going to talk about how readers are like runners. (Show picture of a
runner.) Runners had to build stamina so that they can run for a really long time. Stamina is when you
can do something for a really long time. When runners first start running, they can’t run for a really long
time. They have to stop and rest. But if they practice running and run a little longer each day, they will
build more stamina, and they will be able to run for longer and longer. Just like readers. Right now, we
can’t read for a very long time. But, if we practice reading, and read a little longer each day, we will
build more stamina and be able to read for longer and longer!
Another thing that runners have to do is practice running the right way. If they practice wrong, they
won’t be able to build their stamina. Runners have to stay focused on their arms. Runners can’t have
their elbows out here (teacher models running with elbows out). They have to have them down her so
they don’t get too tired. (Teacher models with elbows in.) Readers have to stay focused on their books.
Teach:
Let me show you how readers, like runners, have to practice the right way to build their stamina.
Refer to “Read to Self” chart and introduce each expectation:
 Eyes on own book
 Read whole time
 Stay in smart spot
 Get another book quickly when done
 Read quietly to yourself
If we do all of these things, we will be able to read for longer and longer.
(Teacher models examples and non-examples of each of the expectations from chart.)
Students, I’m going to show you some good ways and bad ways to focus on my reading.
(Teacher has a book from book box and looks all around, not focusing on book.) Hmmm. I’m not
focused. I’m going to keep my eyes on my own book. (Teacher models this.)
“I’m focused! I’m building stamina.”
Now I’m going to model how to read the whole time. (Teacher starts to read a book and begins looking
out the window. Then she starts flipping her book open and closed.) Hmmm.. I’m not focused. I need
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to read the whole time. (Then teacher models reading the right way.)
“I’m focused! I’m building stamina.”
Another thing that will help us stay focused is if we stay in one spot, our smart spot. Watch me do it.
(Teacher models how to stay in one place.) See how I’m not walking around? I stay focused by staying
in one spot!
Active Involvement:
Now, I’m going to act out the last 2 ways that readers stay focused so that they can read with stamina.
You will show me thumbs up if you think I’m focused, or thumbs down if I’m not focused and need to fix
it.
Now I’m going to model how to get another book quickly. (Teacher reads one book. Then acts like she’s
done. Fiddles around, taps a students and says that she’s done.) Hmmmm. I’m not focused (and points
to chart). I need to read the whole time. I should put this book away and get another book as fast as I
can. (Teacher models the correct way.)
Now I’m going to model reading quietly to myself. (Teacher starts to read with a nice, quiet voice.)
(Students show thumbs up.)
“I’m focused! I’m building stamina.”
But...what if I do it like this. (Teacher reads with a really loud voice and says to another student, “Hey,
I’m reading about sharks! What are you reading about?”) (Students show thumbs down.) I’m not
focused. I need to read with a quiet voice and not talk to anyone else. (Teacher models it the right
way.)
“I’m focused! I’m building stamina.”
Link: So... we’re going to do these 4 things (point to chart) and stay focused to build our stamina.
Today, I’ll time you and watch to see that you’re doing all 4 things on our chart. When someone stops,
we’ll all stop and talk about it. Then, we’ll try again and see if we can build our stamina and read for a
longer time.
“I’m focused! I’m building stamina.”
Mid-Workshop Teaching Point: Stop students when they are not following the expectations. Have a
couple of students model examples and non-examples to class. Make goal for building stamina and try
again.
Share:
Notes:
Materials: Book box books, chart
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Unit 1 Mini Lesson 8
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers refocus by going back and rereading to remember the last part they
read.
Los lectores se enfocan otra vez cuando vuelven a leer para recordar lo que
acaban de leer.
I reread to refocus.
Yo vuelvo a leer para enfocarme otra vez.
Catchy Phrase:
Text:
Chart:
Standard:
1 familiar book for each students, teacher book box
Add to chart “Read to Self”
1.RF.4
Read with sufficient accuracy and fluency to support
comprehension.
Mini- Lesson: (7-10 minutes total)
Connection:
Remember how we were talking about how runners have to focus so that they can run for a long time?
Sometime, runners get distracted while they are running and need to refocus to make it to meet their
goal. If a runner notices the pretty ducks swimming on the pond, they might slow down their speed.
They need to refocus again on their arms to speed up. Or...if a bee lands on their arm, they might brush
the bee away and start flapping at the air. This makes them slow down. They need to refocus so that
they can speed up again or they’ll never meet their goal.
Just like runners, readers sometimes get distracted and lose their focus. Let’s see how we can keep
focused!
Teach:
Teachers shows new expectation added to “Read to Self” chart.)
This is the way that we are going to get refocused. When we lose our focus, we need to go back and
read the last page or part that we had just read to remember what was happening.
Watch me do it. (Teacher has someone distract them. Pre-plan a distraction.)
Oh... what was happening in my book? I better go back and reread.
I reread to refocus.
Oh...now I remember. I’m going to keep reading!
(Teacher models again by accidentally knocking something down by their reading space. They quickly
clean it up.) Uh-oh....what was I reading? I better go back and reread.
I reread to refocus.
Active Involvement:
Now we’re going to get to practice. I’m going to give you each a book. (Teacher quickly hands out
books.) If you lose focus, remember what to do!
I reread to refocus.
Flip back to the last page or part that you read and reread it again and then keep reading.
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(Teacher lets students read for 30 seconds and then slams classroom door.)
Let’s all remember what to do... Say with me, I reread to refocus.
Now do it! And don’t forget to keep reading!
(Teacher distracts students one more time and repeats above steps.)
Link:
You’ll probably get distracted today as you’re reading. Remember what to do and then keep reading!
I reread to refocus.
Mid-Workshop Teaching Point:
How are you doing? Show me on your fingers how many times you had to refocus today. Good! Keep
going!
Share:
Notes:
Materials:
Ideas for distractions, “Read to Self” chart, 1 familiar book for each student, teacher book box
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Unit 1 Mini Lesson 9
Unit of Study:
Readers Build Good Habits
Goal:
Teaching point:
Establish Rules, and expectations for reading to self
Readers learn more from their books by rereading with their best storyteller
voice.
I reread with my best storyteller voice.
Catchy Phrase:
Text:
Chart:
Standard:
Duck and Chick
Add to chart “Read to Self”
1.RF.4b Read grade level text orally, with accuracy, appropriate rate and
expression on successive readings.
Mini- Lesson: (7-10 minutes total)
Connection:
(Refer to Read to Self chart.) Remember when we were setting goals to read more and more books?
Sometimes we had to read a book 2 or 3 times. Readers often read books over and over again to learn
more from the book. If they don’t, they might miss something important that the author wanted to
show or tell them. We will be using 3 ways to reread books. Today, we are going to learn how to reread
a book with our best storyteller voice. (Add “Reread book to learn more” to “Read to Self” chart.)
Teach: (Refer to new chart “3 Ways to Reread a Book”)
(Teacher pretends to read book and then reads last 2 pages in out loud, monotone voice.)
Wow! I finished that book. I think my voice was a little boring. I’m going to reread the book again with
my best storyteller voice. I want to sound like I’m talking and telling the story. (Teacher reads first 2
pages with her best storyteller voice trying to sound like she’s talking.) That sounds so much better. I
could actually hear the duck talking and it helped me understand how what he was saying. (Teacher
models reading with her best storyteller voice for 2 more pages.) Did you hear how much more
interesting the book sounds now? I didn’t sound like a robot or read super fast like a race car. When I
read with my best storyteller voice, I can understand the book better.
Active Involvement: Now your are going to help me decide if I’m using my best storyteller voice or not.
(Teacher reads next page in monotone voice. Students show thumbs up or down.) Uh-oh...I better try
again and use my best storyteller voice. (Teacher rereads that part.) (
(Teacher reads next page in best storyteller voice. Students show thumbs up or down.) Yes...That
sounded really good.
Now you try, (teacher turns to next page.) Partner A, pretend that you’ve already read this book once.
Now you’ve decided to reread it and work on your best storyteller voice. Read this page and Partner B
will show you if you used a good storyteller voice or not.
(Then turn the page and have Partner B give it a try following same steps as above.)
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Link:
Today when you go out and read, remember that after you finish a book, you should reread it again with
your best storyteller voice to learn even more.
Mid-Workshop Teaching Point:
Hold up a book that you’ve reread with your best storyteller voice. Thumbs up if you learned more by
using your best storyteller voice.
Share:
Notes:
Materials:
sticky notes, book boxes, “Read to Self” chart
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Unit 1 Mini Lesson 10
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers learn more from their books by rereading and finding something new
from the pictures or the text.
Catchy Phrase:
I found something new.
Yo encontré algo nuevo.
Text:
The Chick and the Duckling
Chart:
Add to chart “3 Ways to Read a Book”
Standard:
1.RL.7 Use illustrations and details in a story to describe its characters, setting or
events.
Mini- Lesson: (7-10 minutes total)
Connection:
Refer to Read to Self chart and 3 Ways to Reread.) Remember yesterday when we learned our first new
way to reread a book? We practiced using our best storyteller voices. Today, we are going to learn the
other two ways. Readers often read a second or third time and find something that they didn’t notice or
think about the first time. You might notice something new while you’re reading the words. Or...you
might notice something new when you look closer at the pictures.
Teach: (Refer to new chart “3 Ways to Reread a Book”)
I’ve already read this book, but I’m going to reread it and see if there is anything that I didn’t notice
before. (Teacher quickly reads book aloud in good storyteller voice. Stop at last page.) Wow!
“I found something new!”
I get it now. The chick is not a good swimmer, so he’s doesn’t want to go for a swim. He wants to do
something he’s good at. I didn’t think about that before. The first time, I just said the words and didn’t
really stop and think. See how rereading helped me understand the book better?
“I found something new!”
Now, I’m going to reread it again and I’m going to look closer at the pictures.
(Teacher turns to beginning of book.) Oh, look her the duck popped out first. (Turn the page.)It looks
like the chick is trying to catch up with him. (Turn the page.) Here, the duck is still first and the chick is
trying to catch up with him. (Turn the page.) Look at how their feet are different. I wonder who is the
better digger?
“I found something new!”
See all the new information that I found just by focusing more on the pictures?
Active Involvement:
Now you are going to give it a try. I’ll show you a page and read it to you. Partner A will think about
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something new that they noticed from the words or the picture and say,
“I found something new!”
and then tell their partner what they learned from rereading.
(Turn the page and have Partner B do the same thing.)
Link:
Today and from now on, I want you to reread your books 2 or 3 times so that you will notice new things
in the pictures and the words that help you learn more from your book. I should hear you saying,
“I found something new!”
Mid-Workshop Teaching Point:
I’m going to give you a sticky note so that you can mark a page where you noticed something new from
the words or the picture. You will be able to share what you found with a partner. Then, you’ll be able
to tell your partner,
“I found something new!”
Share: Partners share sticky notes and explain their new learning.
Notes:
Materials:
sticky notes, book boxes, “Read to Self” chart, “3 Ways to Reread” chart
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Unit 1 Mini Lesson 11
Unit of Study:
Readers Build Good Habits
Goal:
Establish Rules, and expectations for reading to self
Teaching point:
Readers set goals by keeping track of how many books they read and then try to
read more.
Los lectores se ponen metas, apuntando cuántos libros leen y tratan de leer
más y más.
I’m staying focused to reach my goal.
Me enfoco bien para alcanzar mi meta.
Catchy Phrase:
Text:
Chart:
Standard:
Add to chart “Read to Self”
Procedural (no standard)
Mini- Lesson: (7-10 minutes total)
Connection: We’ve been setting goals for our stamina as a class (stamina star) and now we are going to
set our own goals for how many books we can read at a time. Because
Readers set goals.
Teach
Today, we are going to try and read as many books as we can during our reading time. It’s not a race,
but I want to do my best job. I’m going to show you how to use a sticky note to keep track of the books
that I really read today. This will help us choose a new goal for tomorrow.
Teacher models incorrectly, such as flipping through the pages really fast, obviously just trying to get
through the book fast without reading it. Teacher can also model off task behavior or daydreaming
between books. Should I mark this on my sticky note? (Teacher refers back to “Read to Self” poster.)
No....I didn’t really read the book. I’m not going to count this one.
I’m staying focused to reach my goal.
(Teacher models the correct pacing of reading a book fully, choosing a really short just right book to
model this.) Should I count this book? Yes...I was focused the whole time and read the book. (Model
how to use a tally mark on the sticky note.)
I’m staying focused to reach my goal.
(Model one more good reading and tally it.)
I’m staying focused to reach my goal.
Active Involvement:
Now you’re going to watch me keep track of how many books I’m reading so that I can set a goal to read
more tomorrow. You will decide if I should count the book that I’m reading. Am I really reading and
staying focused to reach my goal of reading as many books as I can today? (Teacher does a nonexample. Students put their thumbs down.)
(Teacher rereads same book and does a good example. Students put their thumbs up. Teacher asks a
student to explain why she can count it on her sticky note. Then she adds the tally mark.)
I’m staying focused to reach my goal.
If I run out of books, I will need to reread my books a second time. I can still count them again, as long
as I really read them!
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Link:
I’m going to give you each a sticky note. Write your name on it and then remember to use it to count
the books that you have really read!
I’m staying focused to reach my goal.
Mid-Workshop Teaching Point:
I’m noticing that some of you are racing through your books. We don’t want to do that! Some books
are longer than others and might take more time to read. That’s great! You might not have as many
tally marks as someone else and that’s OK. Just do your best job!
Share:
Now, you need to count how many books you read today and write it on your sticky note. Write a
number that is a little bigger than how many books you read today. (Help students who have difficulties
with this.) Circle your new number. This is your goal for tomorrow. You will give me your sticky note in
case you forget your goal tomorrow.
Notes:
Materials:
sticky notes, book boxes, “Read to Self” chart
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Unit 1 Mini Lesson 12
Unit of Study:
Readers Build Good Habits
Goal:
Teaching point:
Catchy Phrase:
Being independent learners in a partner setting
Readers learn more from their books by rereading with a partner.
EEKK, Shhh!, 1 book (touch elbows, make shh! gesture with finger to lips, put up
1 finger)
BBRR, Shhh! 1 libro (Brazo, brazo, rodilla, rodilla)
Book boxes (Teacher and partner will choose a book together)
Use 3 Ways to Reread, start new chart “Reading to Someone”
1.RL.7 Use illustrations and details in a story to describe its characters, setting or
events.
1.SL.1 Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in a small and larger groups.
Text:
Chart:
Standard:
Mini- Lesson: (7-10 minutes total)
Connection:
(Refer to Read to Self chart.) We’ve been doing a lot of work with rereading. I want to show you a book
that I’ve been rereading. I’m learning so much more the second time. But you know something? I really
want to share the new things that I’m learning as I reread, with a friend. Readers often share their
learning with others. How many of you want to share your good storytelling voices that you practiced as
you reread? How many of you want to share with a friend the new things you are learning as you
reread? That’s what we’re going to do today!
Teach:
(Refer to new chart “Read to Someone” with text and visuals of Elbow, Elbow, Knee, Knee (EEEK),
choose 1 book to share and voice level) We are going to practice how to do a good job when we read
with our partners. This is what we’ll say to check and see if we are following the chart to read with
someone.
“EEKK, Shhh!, 1 book”
First, we want to learn how to sit with our partner so that we can both see the book.
(Teacher chooses a partner.) We need to sit elbow to elbow and knee to knee so that we will both be
able to see the book.
EEKK, Shhh!, 1 book
Now we need to choose a book. What are some ways we can choose one book to read first?
(Quickly brainstorm some ideas. Teacher uses one of these strategies and chooses a book.)
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OK. We are sitting and Elbow to elbow and knee to knee and we have our book. Now, we need to listen
to our voices and make sure we are using quiet voices so that we don’t bother anyone else. This means
we are loud enough to hear each other, but nobody else can hear what were saying. It’s like when you
tell a secret! Let’s start to read.
EEKK, Shhh!, 1 book
(Teacher and student read together by taking turns. Don’t worry about teaching the different ways of
reading with a partner. That comes later!)
(Teacher asks student partner.) How were our voices? Were we bothering anyone?
That was fun! Now let’s reread the book!
Should we reread this book using our best storyteller voices or should we see if we can find anything
new from the pictures or the words?
(Decide with partner how you will reread the book and then do it.)
EEKK, Shhh!, 1 book
Active Involvement:
My partner and I are going to reread now the other way. (Focusing more on pictures or storyteller
voice.) Your job is to show us thumbs up if we are doing what it says on the chart or thumbs down if
we’re not following the chart.
EEKK, Shhh!, 1 book
(Read with partner in a loud voice.) Oh....you noticed that we were using loud voices. Partner A, turn to
Partner B and tell them what kind of voices we should use. (Students whisper.) OK...we need to use
quiet, secret voices.
EEKK, Shhh!, 1 book
(Start reading again, reading quietly this time. Students show thumbs up.) Now we’re following the
chart.
(Start reading again and turn your body around and facing each other so that only one of you can see the
book.)
Uh-oh. I noticed that you think we’re not following the chart. Partner B, turn to Partner A and tell them
what we should do. (Students whisper to partners.) I heard you say that we should sit elbow to elbow
and knee to knee.
EEKK, Shhh!, 1 book
(Fix how you are sitting. Students show thumbs up.)
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Link:
Now, you are going to go out and practice reading with your partner. Don’t forget to say,
“EEKK, Shhh!, 1 book”
When you are ready to read to check and make sure you are doing everything on our chart.
Mid-Workshop Teaching Point:
Remember that readers reread with storyteller voices or to find something new. This time, you and your
partner should reread a book and first talk about which way you will reread it. Look at the rereading
chart for ideas and don’t forget
EEKK, Shhh!, 1 book
Share:
Notes:
Teacher should already have a plan for partnering students
Materials:
sticky notes, book boxes, “Read to Self” chart
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Table of Contents
Unit 1 Mini Lesson 13
Unit of Study:
Readers Build Good Habits
Goal:
Being independent learners in a partner setting
Teaching point:
Catchy Phrase:
Readers read books with a partner by taking turns.
It’s your turn now.
Text:
Chart:
Standard:
Stop! By Joy Cowley (or other simple big book)
Chart “Partner Reading” (add “partners take turns” to yesterday’s chart)
1.SL.1
Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small
and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics
and texts under discussion).
b. Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.
Mini- Lesson: (7-10 minutes total)
Connection:
Isn’t it fun to be able to share our favorite stories and books with our partners? Sometimes though, we
get so excited about our stories that we forget to give our partner a turn to read. They might feel a little
sad if they don’t get to read. There are several ways to take turns reading a book. Today we are going to
practice a couple of them. Tomorrow we’ll learn still another way to share our books, because we want
to make sure our partner has fun reading too.
Teach:
(produce puppet or stuffed animal) Sometimes Teddy and I share by taking turns on every page. See
how we are sitting EEKK? That way we can both see the book.
Watch while Teddy and I share a book.
(Teacher) Here, Teddy, I like your book called Stop. It’s your turn now. Would you like to read the first
page?
(Teddy) Ok, sounds great!
(Teddy reads a page and says) Now it’s your turn, Teacher!
(teacher reads a page and says) Now it’s your turn, Teddy.
Do you see how we are taking turns? Readers read books with a partner by taking turns.
(take turns over several pages)
Can you see how reading with a partner is so much fun when we take turns instead of arguing?
(produce another puppet or stuffed animal) I remember one day last year, Giraffe and I tried to share
and Giraffe always wanted to go first. He always thought he should read all the pages himself. I didn’t
have any fun because I didn’t get any turns. He read all the pages and I never got a turn! I didn’t want to
read with giraffe at all after that.
Watch how giraffe and I sounded. I know you kids would never do this, but this is the way giraffe read
with me last year.
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(teacher) Here Giraffe, you go first. It’s your turn.
(“giraffe” reads several pages while teacher looks more and more forlorn because she isn’t getting a
turn)
(teacher) Can I have a turn now?
(giraffe) No, I want to keep reading. (Giraffe keeps reading.)
(teacher) When do I get to read?
(giraffe) I want to read this part!
(teacher) Now can I read?
(giraffe) ignores and reads on….
(teacher puts giraffe away) Wow, how sad. I didn’t get to read at all. I know you kids would not do this
to YOUR partner.
Giraffe forgot that readers read books with a partner by taking turns.
Active Involvement:
Let’s read like Teddy by taking turns.
(teacher tursn back to portion of book that she already ready and says to students) It’s your turn now.
(students read a page. Teacher then prompts with) Now what do you say to me? (if necessary, guide
students to say …)
It’s your turn now
Repeat process of taking turns with students.
Thank you for reading with me and remember that readers read books with a partner by taking turns.
Link:
So, when you read with a partner are you going to sound like Teddy or Giraffe? Are you going to take
turns or make your partner sad by NOT taking turns? Let’s practice being a good partner like Teddy and
say, “It’s your turn now” Say that with me. It’s your turn now. Now go read with your partner. 
Mid-Workshop Teaching Point:
Now let’s try taking turns by reading a whole book and then saying to our partner, “Now it’s your turn to
read a whole book.”. The tallest people start first.
Share:
Notes:
Materials:
book boxes
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Readers Build Good Habits
Table of Contents
Unit 1 Mini Lesson 14
Unit of Study:
Readers Build Good Habits
Goal:
Being independent learners in a partner setting
Teaching point:
Catchy Phrase:
Reading partners practice their reading by echoing each other.
Text:
Chart:
Standard:
Simple, short picture big book (Joy Cowley, June Melser, etc.)
Read to Partner (add “echo read”)
1.SL.1 Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger
groups.
c. Follow agreed-upon rules for discussions (e.g., listening to
others with care, speaking one at a time about the topics and
texts under discussion).
d. Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges.
Mini- Lesson: (7-10 minutes total)
Connection:
Yesterday we learned to share by taking turns. Remember that Giraffe was no fun because he took all the
turns for himself. Teddy was kind and shared turns. That is the kind of partners we want to be. Today Teddy
is going to show us another way to take turns. He will teach us that reading partners practice their reading by
echoing each other.
Teach:
Sometimes my reading partner (teacher produces a puppet or stuffed animal) and I share by echoing.
Echoing means repeating what the other person just read or said.
Watch and listen as Teddy and I take turns by echoing each other.
(teacher reads) “Go home,” said the hens.
(teacher whispers) Now it’s Teddy’s turn.
(Teddy repeats) Go home,” said the hens.
(Repeat with one or two more pages)
Remember, another way to read is by reading the pictures. Teddy still doesn’t know the words, so he reads
by reading the pictures and I repeat what he says.
(Teddy says) The pig is making a funny face at the ducks.
(teacher whispers) I’m going to listen closely to what Teddy says so I can repeat it exactly the same way.
(teacher repeats what Teddy read) The pig is making a funny face at the ducks.
(Repeat with one or two more pages)
There’s still one more way to read. That is by retelling the story.
Teddy will listen very closely as I retell the story so he can repeat exactly what I say. Teddy, are you listening?
(Teddy) Yes, I’m ready.
(teacher) The chickens told the pig to go home.
(Teddy repeats) The chickens told the pig to go home.
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(teacher says) The ducks told the pig to go home.
(Teddy repeats) The ducks told the pig to go home.
Wow Teddy really listened closely as I retold the story. He did that because reading partners practice their
reading by echoing each other.
Active Involvement:
Now you try it!
Teacher gives at least one example of each kind of reading (read the words, read the pictures, retell). Each
time, students echo her.
Link:
Now it’s time to go out and practice with your partner. Listen closely, so you can repeat exactly what they
say. Don’t forget that reading partners practice their reading by echoing each other.
Mid-Workshop Teaching Point:
Share:
Notes:
Materials:
book boxes, “Read to Partner” chart
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Table of Contents
Unit 1 Mini Lesson 15
Unit of Study:
Readers Build Good Habits
Goal:
Being independent learners in a partner setting
Teaching point:
Partners set goals by keeping track of how many books they read and then try to
read more.
Los compañeros se ponen metas, apuntando cuántos libros leen y tratan de leer
más y más.
We stay focused to reach our goal.
Nos enfocamos bien para alcanzar nuestra meta.
Catchy Phrase:
Text:
Chart:
Standard:
Add to chart “Read to Someone”
Procedural (no standard)
Mini- Lesson: (7-10 minutes total)
Connection:
We learned how to set goals for how many books we were able to read a time. Now, we’re going to set
goals for how many books we will read with partners.
“We stay focused to reach our goal.”
Teach
Today, we are going to try and read as many books as we can during our reading time with our partners
help. It’s not a race, but we want to do our best job. Well be using a sticky note to keep track of the
books that we REALLY read together today. This will help us choose a new goal for tomorrow.
Teacher models reading with a partner incorrectly, such as flipping through the pages really fast,
obviously just trying to get through the book fast without reading it. Teacher can also model off task
behavior or playing around with partner. Should we mark this on my sticky note? (Teacher refers back
to “Read to Someone” poster.) No...we didn’t really read the book. We’re not going to count this one.
We need to remember:
“We stay focused to reach our goal.”
(Teacher and partner model the correct pacing of reading a book fully, choosing a really short just right
book to model this.) Should I count this book? Yes...I was focused the whole time and read the book.
(Model how to use a tally mark on the sticky note.)
“We stay focused to reach our goal.”
(Model one more good reading and tally it.)
“We stay focused to reach our goal.”
Active Involvement:
Now you’re going to watch me keep track of how many books I’m reading so that I can set a goal to read
more tomorrow. You will decide if I should count the book that I’m reading. Am I really reading and
staying focused to reach my goal of reading as many books as I can today? (Teacher does a nonexample. Students put their thumbs down.)
(Teacher rereads same book and does a good example. Students put their thumbs up. Teacher asks a
student to explain why she can count it on her sticky note. Then she adds the tally mark .)
“We stay focused to reach our goal.”
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Remember that if you run out of books, you have strategies for rereading them! Look at our reread
chart!
Link:
I’m going to give you each a sticky note. Write you and your partner’s name on it and then remember to
use it to count the books that you have really read together!
“We stay focused to reach our goal.”
Mid-Workshop Teaching Point:
Share:
Now, you need to count how many books you and your partner read today and write it on your sticky
note. Write a number that is a little bigger than how many books you read today. (Help students who
have difficulties with this.) Circle your new number. This is your goal for tomorrow. You will give me
your sticky note in case you forget your goal tomorrow.
Notes:
Materials:
sticky notes, book boxes, “Read to Self” chart
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Readers Build Good Habits
Table of Contents
Unit 1 Mini Lesson 16
Unit of Study:
Readers Build Good Habits
Goal:
Establish rules, and expectations for reading to self
Teaching point:
Readers make connections by thinking about how their own experiences are like
the book.
This story makes me think about when I …
Este cuento me hace recordar cuando yo …
Clifford Goes to School by Bridwell
The Kissing Hand by Audrey Penn (read it before hand to students and think
about your own connections to the story before beginning this lesson.)
Begin 3 types of Connections Chart
Catchy Phrase:
Text:
Chart:
Standard:
1.RL.7
Use illustrations and details in a story to describe its characters,
setting, or events.
Mini- Lesson: (7-10 minutes total)
Connection:
Do you remember in kindergarten you guys learned about making lots of different kinds of connections?
Today we are going to review the first type of connection you guys learned about last year.
A lot of times when a teacher is reading a book to you or to the class, you can get so excited because it
makes you think of something that you experienced or happened to you, and you just can’t wait to tell
the teacher or a friend about it. This means you just made a connection, a text to self-connection.
Something in the story makes you stop and think, “Oh, my goodness, this makes me remember
something that happened to me; that I experienced!” You make a text to self-connection and that is
wonderful. Remember, readers make connections by thinking about how their own experiences are like
the book.
Teach: (Model think aloud)
(Teacher begins reading segments of The Kissing Hand out loud, pausing to think aloud your own T-S
connections. An example follows)
Remember this book? In it, Chester Raccoon is nervous about going to school for the first time. Watch
and Listen as I show you my own Text to Self -connections.
Chester Raccoon stood at the edge of the forest and cried. “I don’t want to go to school,” He told his
mother. “I want to stay home with you. I want to play with my friends. And play with my toys. And read
my books. And swing on my swing. Please may I stay home with you?”
This makes me remember all the things I used to do with my mom before I went to school. I remember I
had a big blue metal swing set. I remember swinging so hard that the entire swing set would move,
rocking back and forth. My long hair would get caught in my mouth and I would have to spit it out. My
mom would always say…”Not too high!”
I also remember spending time just me and my mom, she would help me make special puppets out of
socks. It was so much fun just spending time with my mom. I really understand how Chester feels when
he says, “Please may I stay home with you.”
(Remember to use your own T-S-connections, so that they resonate with your students. We suggest you
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model and think a loud 2 or more from the text.)
Here is a new chart for us to use. It is called Three Types of Connections. The one we are talking about
today is Text to self-connections. So I am going to write that over here (points to the left of the page).
Then, here I am going to write what it means (points to right) “How my experiences are like the book”.
Finally I am going to paste a picture to help me remember it. This one shows a book with an arrow
pointing to the kid. This will help me remember what a text to self-connection is because readers make
connections by thinking about how their own experiences are like the book.
Active Involvement:
Now it is your turn. I am going to reread to you pages from the book, Clifford Goes to School. As I read
each time you have a Text to Self- Connection, touch your nose. I will pause to give you a little think time
with each page.
(Teacher then reads text and shows pictures for the following pages: Clifford painting, Clifford playing on
the playground, and Clifford in the flour).
Now turn to your elbow buddy and tell them about one of your connections. Start by saying “This story
makes me think about when I ____________.
Great job! I heard ___________ share “This part reminds me of ________”.
Link:
As you read today, remember to take the time to think about the connections you make when you read.
Say to yourself, This part reminds me of when…. Because, readers make connections by thinking about
how their own experiences are like the book.
Mid-Workshop Teaching Point:
Share:
Notes:
Materials:
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Unit 1
Readers Build Good Habits
Table of Contents
Unit 1 Mini Lesson 17
Unit of Study:
Readers Build Good Habits
Goal:
Being independent learners in a partner setting
Teaching point:
Readers make connections by thinking about how their book is like another
book they have already read.
This story makes me think another book I read because …
Este cuento me hace recordar de otro libro que he leído porque yo …
Clifford Goes to School by Bridwell (Make sure to read beforehand)
If You Take a Mouse to School by Laura Numeroff (Make sure to read
beforehand)
Add Text to Text to 3 types of Connections Chart
Catchy Phrase:
Text:
Chart:
Standard:
1.RL.9
Compare and contrast the adventures and experiences of
characters in stories.
Mini- Lesson: (7-10 minutes total)
Connection:
Yesterday we learned about making connections. We made connections about our lives to the books we
were reading. Today we are going to learn and practice another type of connection you will experience
this year.
A lot of times when a teacher is reading a book to you or to the class, you get so excited because it
makes you think of another book you, your mom or your teacher has read to you. Something in the
story makes you stop and think, “Oh, this makes me remember another book I have read before! When
this happens you are making a text to text connection. Remember, readers make connections by
thinking about how their book is like another book they have already read.
Teach: (Model think aloud)
(Teacher begins reading segments from If You Take a Mouse to School pointing out how it is like Clifford
Goes to School).
Watch and listen as I show you how it looks and sounds to make a text to text connection.
Wow, here is a page where the Mouse is filthy. He needs to get cleaned up! Ah! This reminds me of
when Clifford got really messy with the paint and had to be cleaned up. This book reminds me of
another book I read!
Here is the chart we started yesterday for connections. The one we are talking about today is Text to
Text connections. So I am going to write that over here (points to the left of the page). Then, here I am
going to write what it means (points to right) “How one book I read reminds me of another I have
already read”.
Finally I am going to paste a picture to help me remember it. This one shows a book with an arrow
pointing to another book. This will help me remember what a text to text connection is because readers
make connections by thinking about how their books are like other books they have read.
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Active Involvement:
Now it is your turn. I am going to reread to you pages from the books, Clifford Goes to School and If You
Take a Mouse to School. As I read each part, turn to your partner and tell them how they are alike. I will
pause to give you a little think time with each page.
(Teacher then reads text and shows pictures for the following pages: Clifford/Mouse at recess, and
having a snack).
Now turn to your elbow buddy and tell them about the text to text connections. Start by saying “This
story makes me of another story because ____________.
Link:
As you read today, remember to take the time to think about the connections you make when you read.
Say to yourself, This part reminds me of another book I read because they both …
Remember, readers make connections by thinking about how their book is like another book they have
already read.
Mid-Workshop Teaching Point:
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Unit 1 Mini Lesson 18
Unit of Study:
Readers Build Good Habits
Goal:
Being independent learners in a partner setting
Teaching point:
Readers make connections by thinking about how the book reminds them of
something in the world around them.
This story makes me think about ….
Este cuento me hace pensar en …
Don’t Eat the Teacher! By Nick Ward
Choose another book that lends itself to text-to-world connections
Continue with 3 types of Connections Chart
Catchy Phrase:
Text:
Chart:
Standard:
1.RL.7 Use illustrations and details in a story to describe its characters, setting,
or events.
Mini- Lesson: (7-10 minutes total)
Connection:
In the past few days we’ve been talking about text-to-self connections and text-to-text connections.
Today we’re going to think about a third type of connection (write: “text-to-world” on chart). Sometimes
a book makes us think about something that we’ve seen or heard about, but that hasn’t necessarily
happened to us. We call these text-to-world connections. Readers make connections by thinking about
how the book reminds them of something in the world around them.
Teach: (Model think aloud)
(Teacher begins reading segments of Don’t Eat the Teacher, pausing to think aloud your own T-W
connections. An example follows)
Listen as I read and talk about my own Text to World -Connections….
On the playground there were a group of children playing “tag.” How fun! yelled Sammy and ran out to
play with them. “I got you!” yelled a shrimp. “I got you!” yelled a cod. “I got you!” yelled a trout.
I’m going to stop here because this part makes me think about what I learned about the ocean on the
discovery channel the other day. Cod, trout and shrimp do live in the ocean. I even learned that sharks
eat them! See how I made a text-to-world connection? I thought about how the book reminds me of
something in the world around me.
Let’s keep reading….
“Now it’s time for music class. Let’s see…children, we are going to express ourselves through music,”
explained the teacher. I will play the piano and you all imagine you are seaweed, moving with the
current.”
(Think aloud) This makes me think of my sister who is involved in “Dance, Dance, Dance.” They put on
performances where they move and dance to all type of music. It also makes me think of my mom who
plays the piano at our church.
I’m going to paste a picture to help me remember text-to-world connections. This one shows a book
with an arrow pointing to the word. This will help me remember what a text-to-world connection is.
Readers make connections by thinking about how the book reminds them of something in the world
around them
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Active Involvement:
Now it is your turn. I am going to reread to you pages from ____(book of your choice). As I read, each
time you have a Text-to-World-Connection, touch your nose. I will pause to give you a little think time
with each page.
(Teacher then reads text and shows pictures from book)
Now turn to your elbow buddy and tell them about one of your connections. Start by saying “This story
makes me think of ____________.
Great job! I heard ___________ share “This part makes me think of ________”.
Link:
As you read today, remember to take the time to think about the connections you make when you read.
Say to yourself, This part makes me think of….. Readers make connections by thinking about how the
book reminds them of something in the world around them.
Mid-Workshop Teaching Point:
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Unit 1 Mini Lesson 19
Unit of Study:
Readers Build Good Habits
Goal:
Make movies in our minds (visualization) and work with our partners to become
stronger readers.
Teaching point:
Readers make movies in their minds by using their senses. (Visualizing)
Los lectores se forman películas en su mente usando sus sentidos. (Visualizar)
I can picture it!
Puedo imaginármelo!
Catchy Phrase:
Text:
Chart:
Standard:
The Very Hungry Caterpillar
Start new chart “Make a Movie in Your Mind”
1.RL.3 Describe character, settings and major events in a story, using key details.
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
1.RL.7 Use illustrations and details in a story to describe its characters, setting,
or events.
Mini- Lesson: (7-10 minutes total)
Connection:
Today, I want you to close your eyes. Imagine that you’re really hungry. I’m going to describe to you
what’s inside my refrigerator. On the top shelf, there is a big, round chocolate cake. Can you smell it?
Now look on the bottom shelf. There’s some rotten purple grapes. Can you feel them? Ooooh! Now
look in the door. There’s the whip cream. That would go perfect on the cake! Take out the cake and
cut a slice. Spray the whip cream on top. Do you hear the sound it makes as it comes out of the can?
Now, take a big bite! How does it taste? Guess what we’ve just done! We’ve made a movie in our
minds using our senses. Today, we will be working on readers make movies in their minds as they read.
Teach
(Teacher refers to Make a Movie in Your mind chart with 5 senses listed with visuals.) This chart will
help us as we make the movie in our minds.
I’m going to show you how I make a movie in my mind using my senses as I read The Very Hungry
Caterpillar. (Teacher reads the page where the caterpillar hatches out of the egg.) I can feel the bright
sun shining down on the caterpillar. It’s very hot.
“I can picture it!”
Pop! I heard it hatch. I can see a bright green caterpillar popping out. He’s very cute!
“I can picture it!”
Active Involvement:
Are you ready to practice making a movie in your mind? (Teacher reads Monday page with apple.)
Partner A, think for a second and then tell Partner B
“I can picture it!”
Describe what’s going on with the movie in your mind. Use the chart to help you. What do you see?
What do you smell? etc.
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Good. I heard some of you say that they heard the apple crunch and that it felt juicy.
(Turn to Saturday page with a bunch of food.) Partner B, think for a second and then tell Partner A
“I can picture it!”
Describe what’s going on with the movie in your mind. Use the chart to help you. What do you see?
What do you smell? etc.
Yes. I heard some of you say that the lollipop was sticky and that the pie tasted sweet. Then I heard
someone say that the caterpillar’s tummy hurt like this (teacher holds tummy.)
Link:
Today, as you go out and read, remember that readers make movies in their minds all the time as they
are reading. Even if the page doesn’t show us all the action, we can see use the words to make the
movie more interesting in our heads. Say,
“I can picture it!”
and use the chart to help you describe what you see, what you hear, what you smell, what you feel and
what you taste.
Mid-Workshop Teaching Point:
Use this sticky note to mark a page where you made a really good movie in your head. You’ll be able to
share it later with a partner.
Share:
Have partners share their sticky note page and describe the movie in their minds.
Notes:
Materials:
sticky notes, book boxes, “Make a Movie in your Mind” chart, The Hungry Caterpillar book by Eric Carle
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Unit 1 Mini Lesson 20
Unit of Study:
Goal:
Readers Build Good Habits
Teaching point (Kid
language!):
Reading partners make meaning together by retelling our stories to our
partners.
Make movies in our minds (visualization) and work with our partners to become
stronger readers.
Catchy phrase:
Text:
Chart(?):
Standard:
A VERY Familiar text. Hairy Bear by Joy Cowley and June Melser
1.RL.2
Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
1.RL.3
Describe characters, settings, and major events in a story, using key
details.
1.RL.7
Use illustrations and details in a story to describe its characters,
setting, or events.
1.SL.4
Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
Mini Lesson: (7-10 minutes total)
Connection:
Yesterday we began reading with our partners. Partners read together by taking turns, echo reading or
choral reading.
Well today, I want to teach you that when reading partners read together we make sure we remember
everything that happened in our books. A way to make sure we remember everything that happened is
to retell our books.
We retell books like we retell a fun story to a friend. We make sure to tell what happened in order and
we make sure to include all the important details.
Remember, reading partners make meaning together by retelling our partner about our books.
Teach: (Demonstration, Shared Example/Explanation, Inquiry, or Guided Practice)
Let me show you, how to do this. (teacher takes out a VERY familiar text-Hairy Bear) Let’s pretend that
you are my partner.
First we read our book. Let’s pretend that we are reading this book together. (Teacher flips through the
pages of a very familiar text and pretends to read the whole book.)
Wow, what a great book. Remember, reading partners make meaning together by retelling our partner
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about our books.
Let me see hmm, what happened in Hairy Bear (Teacher pretends to think about the story).
Oh yeah, first Hairy Bear and his wife are sleeping in their bed. Then Harry Bear’s wife hears robbers
and tells Hairy Bear. Hairy bear says I don’t care that he’ll fight ‘em, but he doesn’t he wants to sleep.
Then she tells him again and again. He keeps telling her that he’ll fight ‘em, but he doesn’t get out of
bed.
I think it’s SOOO funny that Hairy Bear is a very lazy bear and his wife keeps pulling him out of bed and
he keeps trying to sleep.
Well then Hairy Bear’s wife drags him out of their bead. She says Hairy Bear you are a scary bear. He
says no I’m a brave and dare-y bear.
Then they both peek in the kitchen where they hear the robbers, they look scared, then SURPRISE! It
was their two kids eating and the older boy says hello, dad. I think it’s funny and Hairy Bear looks like he
is laughing but his wife looks scared because she doesn’t know that it’s her kids and not robbers.
Remember boys and girls, reading partners make meaning together by retelling our partner about our
books.
Active Involvement:
Now, Let’s try it together. Sit right next to your partner. First we need to read the book together.
Pretend to read Hairy Bear with your partner (This would be good time to address how to sit together
with a partner).
Good job reading (wink)! Remember reading partners make meaning together by retelling our partner
about our books.
Now, retell the story to your partner. Remember tell what happened in order and make sure to include
all the important details.
(Guide students through this process if they need the scaffolding but make sure that the book is one
that is short and has been read several times to the class so a lower level scaffold will be needed)
Link:
Today when you are reading with your partner remember reading partners make meaning together by
retelling our partner about our books. When you retell your books remember to tell what happened in
order and make sure to include all the important details. Ready? Off you go!
Mid-Workshop Teaching Point:
Remember, reading partners make meaning together by retelling our partner about our books. When
you retell your books remember to tell what happened in order and make sure to include all the
important details
Share:
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Unit 1 Mini Lesson 21
Unit of Study:
Readers Build Good Habits
Goal:
Make movies in our minds (visualization) and work with our partners to become stronger
readers.
Teaching point
(Kid language!):
Reading partners make sure their partners don’t get stuck by asking them to try
different strategies.
Catchy phrase:
Don’t get stuck! Try another strategy.
Text:
An unfamiliar big book
Chart(?):
Optional: use a strategy chart (Super Powers) from Kindergarten teacher
Standard:
1.SL.1b Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges.
Mini Lesson: (7-10 minutes total) (Students bring their own book boxes/bags to carpet for the lesson.)
Connection:
We have been doing a lot of work learning how to read with a partner. Today I want to teach you that
reading partners make sure that our partner does not get stuck in her book. We do this by helping our
partner use strategies to get unstuck. We say to our partner, “Don’t get stuck! Try another strategy.”
(students echo)
Teach:
( Inquiry, Demonstration) Do you remember some of the reading strategies you learned in
Kindergarten? (accept student input and review Kindergarten strategy chart, if you’d like)
I’m going to try reading this new big book and I want you to help me out if I get stuck, remember to tell
me, “Don’t get stuck! Try another strategy.” What are you going to tell me? (students repeat TP,
Teacher reads a little bit then gets stuck on a word) What are you going to tell me? “Don’t get stuck!
Try another strategy”
Active Involvement:
Now, let’s try that with your reading partner. Partner A, you will choose a book from your book box and
practice reading a page to your partner. Partner B, you will listen to your partner. If your partner comes
to a tricky part you will say, “Don’t get stuck! Try another strategy.”
Now let’s start with Partner B. Partner B will choose a book and read a page to your partner. Partner A,
you will listen to your partner. If your partner comes to a tricky part you will say, “Don’t get stuck! Try
another strategy.”
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Link:
Today, when you go off to read in another spot in the room with your partner, remember to listen and
help your partner if they come to a tricky part. Remember to say, “Don’t get stuck! Try another
strategy.”
Mid-Workshop Teaching Point:
Who can show us a tricky spot in your book? What did your partner say to help you out? “Don’t get
stuck, try another strategy.”
Share:
As you see students doing this correctly, give out 2 – 3 sticky notes to pairs you would like to share at
the end of workshop time. They can mark the tricky part in their book and then show the class what
their partner said to help out.
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Unit 1 Mini Lesson 22
Unit of Study:
Goal:
Readers Build Good Habits
Teaching point
(Kid language!):
Reading partners share books by talking about funny parts, sad parts, confusing
parts or parts that surprised us.
Catchy phrase:
“This part was so _____ because ______”
 funny
 sad
 confusing
 surprising
A book used in a Guided Reading group
Text:
Chart(?):
Standard:
Make movies in our minds (visualization) and work with our partners to become stronger
readers.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
1.SL.1b Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges.
Mini Lesson: (7-10 minutes total)
Connection:
Our partners have been helping us to become better readers by reading together with us and reminding
us to use our strategies when we get stuck. Today, I want to remind you of all the things partners can
talk about inside our books.
Teach:
Active Involvement:
Link:
Mid-Workshop Teaching Point:
Use sticky notes to keep track of the parts that are funny, surprising, etc.
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Share:
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