Establishing+Reading+Workshop


 * Assessments: **
 * __Non-Negotiable Product__**
 * Observable routines in place such as: independent reading behaviors, evidence of daily writing, individual book boxes/bags with a collection of appropriate instructional/independent level text.
 * ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Reader’s response entries** ‍‍‍‍‍‍‍‍‍ ‍‍‍‍‍‍‍‍‍


 * __Ongoing Assessments__**
 * **Running Records**- A running record is used to help find students’ reading levels, check their fluency, and find weaknesses in comprehension. Running records are done one-on-one with students. They take only a few minutes to administer. Running records may be useful when conducting parent conferences.

**__District Assessments to Enter into Common Assessment Chart__** September 6th - 19th AIMSweb Reading September 6th - 19th DRA

**Reading TEKS/SEs** 1.12(A) read independently for a sustained period of time (growing incrementally)
 * Independent Reading**

Knowledge and Skills Statement (KSS) 1.9 – Students understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. 1.9(A) describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events 1.9(B) describe characters in a story and the reasons for their actions and feelings
 * Unit: Fiction**

1.1(A) recognize that spoken words are represented in written English by specific sequences of letters 1.1(B) identify upper- and lower-case letters (Introduce & Continue) 1.1(C) sequence the letters of the alphabet 1.1(D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation) (Introduce & Continue) 1.1(E) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep 1.1(F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents) 1.2(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr) 1.2(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite) 1.2(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr) 1.2(E) isolate initial, medial, and final sounds in one-syllable spoken words 1.27(A) listen attentively to speakers and ask relevant questions to clarify information 1.27(B) follow, restate, and give oral instructions that involve a short related sequence of actions 1.29 Students work productively with others in teams. Students continue to apply standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.
 * Print Awareness**
 * Phonological Awareness**
 * Listening**
 * Listening, Speaking/Teamwork**

2. Listen actively and effectively in one-on-one communication situations. 3. Listen actively and effectively in group discussions.
 * CCRS **
 * Listening **** B **** : ** Listen effectively in informal and formal situations.

**Teaching Point:**

During this unit, mini-lessons are taught to establish the following reading routines:
 * Students read in connected text for an extended period of time each day while the teacher closely monitors students.
 * Students discuss the plot of a story focusing their talk on characters, the conflicts they encounter, and how those conflicts are solved.


 * Essential Questions: **
 * Reading Strategies**
 * How do skilled readers know when they need to go back and reread?
 * How do effective readers solve new words as they are reading?
 * How do readers use information from both pictures and words to understand stories?
 * Fiction**
 * Why is it important to be able to describe the plot of a story?
 * How can details from a text be used to describe the characters, their feelings, or their actions?

Lesson Plans & Needed Resources:

**Week of August 29th:** Begin on the first day by modeling routines by providing examples and non-examples for behaviors and expectations for reading and writing workshop. By the end of the first week students will be able to read independently for a short period of time. In writing workshop, students should begin writing and understand what daily workshop time looks like and sounds like. The teacher models her personal writing on a daily basis for the students.

Required Lesson: [|IPICK Lesson.pdf]

[|Shoes.docx] [|Letters.doc]
 * Needed for Lesson:**

 <span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">In order to prepare for the next unit, teachers should conduct read alouds of fiction.
 * Discuss the plot of a story focusing their talk on characters, the conflicts they encounter, and how those conflicts are solved as well as the reasons for the characters actions in the story and their feelin

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 150%; text-decoration: none; vertical-align: baseline;">**Week of September 6th:** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Continue to review the expectations of reading and writing workshop. Work on continuing and increasing students’ stamina. Begin to establish routines of partner reading with high level of teacher support. The teacher models and sets up procedures collecting the student’s daily writing such as a draft book or use of writing paper.

<span style="color: #800000; font-family: Georgia,serif; font-size: 150%;">Lesson: <span style="color: #000000; font-family: Georgia,serif; font-size: 150%;">[|Story Maps.docx] [|Problem Story Map.pdf]
 * Needed for Lesson:**

__**<span style="color: #800000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Lara's Suggested Lesson **__: Develop a Rubric for Reading Response. I will research and get to the team. That way you can guide kiddoes.

<span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">In order to prepare for the next unit, teachers should conduct read alouds of fiction.
 * Discuss the plot of a story focusing their talk on characters, the conflicts they encounter, and how those conflicts are solved as well as the reasons for the characters actions in the story and their feelings.

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 150%; text-decoration: none; vertical-align: baseline;">**Week of September 12th:** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">Continue to review the expectations of reading and writing workshop. Work on continuing and increasing students’ stamina. Continue to establish routines of partner reading with teacher support. At this point, daily reading and writing workshop behaviors and routines need to be firmly established, including small group instruction and conferencing.