When you read, are some places smooth and some choppy? None of us could ever relate to slavery, but it gives me hope that some slaves were able to learn challenging skills that they might have enjoyed. We never stopped and ate at a restaurant. Teaching: (10-15 minutes) Active Engagement LinkSometimes we find books and even after we have given them a good chance decide were not interested in reading it anymore and want to find a different book. Tell students that when we talk with a partner or in a small group, we are going to refer to our talking with each other as a buzz. It is important to understand how to buzz with each other well so we can do our best talking and learning. Review the Good Reading Behaviors chart and remind students it takes everyone doing the right thing in order for all to be successful. Write on the board: Favorite genre Great illustrations or pictures Authors we know and like What are some things you do when looking for a book? What song or piece of music is a good representation of this story? Explain to students how they will explore the books teacher may want to spread baskets around the room and have students browse each basket for 5 minutes. Garage sales are great places to find inexpensive, loved books. 2. Circulate and listen in on various student conversations. 3. Ask them to bring their Reading Notebooks, Independent Reading books, and a pencil with them. Model: Read aloud a portion of a book (The Relatives Came by Cynthia Rylant). Once they have finished, they can begin independent reading. Book Talk/Read Aloud Selection: ______________________________________________ Give a brief book talk or read aloud. Independent Practice: (20 25 minutes)Students should begin reading from the books that they selected for IR goal is 25 minutes of sustained reading. Call back and add ideas to chart. &. Use the SLANT procedure to be good listeners. A corner of the classroom can be used to create a classroom library. Remind students of What Good Readers Do 3. During Reading Workshop it is important that everyone works together in order to help everyone be successful in growing their reading skills and abilities.Mini-Lesson: (20-25 minutes) 4. We will be writing letters back and forth to each other to talk about your reading. Keep in mind this will be students first written response to their texts. Do students demonstrate appropriate behaviors during Reading Workshop? When I got married it was an amazing and wonderful event in my life. So Im going to stop and write the question that is going through my mind right now. TP: Today I want to teach you some things you can look for when trying to find a Just Right book.Mini-Lesson: (15-20 minutes) TP: We choose books to read in many different ways and for many different purposes. Record observations on post-its that you can give to individual students you did not conference with about the behaviors you observed during IR.Assessment:Administer reading records. Remind them to use their Reading Response Guidelines. B Ask them to bring their Reading Notebooks, Independent Reading books, and a pencil with them. 3. Look for certain characteristics that make it a historical fiction, realistic fiction, or fantasy book. After 5 minutes ask student pairs to share their responses. Questions: What questions do you have about your book? My pointer finger helps me remember place, or setting. 8. The author may use actual people or events, but some of the story came from the imagination, such as Pink and Say. MODEL: Write another letter to students about a book you have read or been reading together. Explain your choice. Allow students who wrote responses to share with a partner. Ask students to share about the books that they read, and predictions made. They may decide to read it later. Book Talk Selection: __________________________________________________ Give a brief book talk, reading an interesting portion of it. My thumb helps me remember people, or characters. I connect to this story because I know this family had to make it in a day and take their own food because they didnt have a lot of money to travel on. This is located on the back of your green divider in your Reading Notebook. I had a hard time remembering 24. $, Dr Seuss Cat in the Hat word family rhyming hat. (Listen in on partnerships and share what observations or comments you heard.) Are you confused about what is happening in most of this book? Remind students (knee-to-knee and eye-to-eye). Pre-Workshop Prep:1. Allow a few students to respond.Mini-Lesson: (20-25 minutes) 2. Review the importance of good listening. Many boys will not be drawn into a chapter book even if it is Harry Potter but might pick up Calvin and Hobbes or a Kids Discover magazine. Have you had any experiences like those of a character in the story? For example, I really like to read historical fiction when I am trying to learn more about a certain time period. Books can be organized by genre, authors, topics, etc. On the chart, lets list some ideas that might help us in making connections as we read: How does one character remind you of one from another story? Why or why not?4 = complete and neat; shows high level of awareness of self as a reader/writer3 = almost complete & neat; shows adequate understanding of self as a reader/writer 2 = incomplete; weak attempt; shows little awareness of self as a reader / writer1 = not attempted; inaccurate; shows no awareness of self as reader/writer Thinkmark4 = Completely filled out; evidence of strategy used 3 = completely filled out; some evidence of strategy used2 = 3 out of 4 boxes completed; strategy attempted1 = 2 out of 4 boxes used; weak attempt at strategy Completion4 = turned in on time3 = one day late2 = two days late1 = three days late TOTAL SCORE: ________ Reading Response Letters Mrs. Rosenow 5th grade Write a response with ideas that help capture what you believe the author is trying to convey in his/her story. Continue reading. TP: Today I want to teach you to choose from a list of ideas, use a letter format, and follow the guidelines when you write a letter in your Reading Reflection Spiral.
(Students can do this at table groups or in partnerships in the gathering area.) The chart may include:
You must always be reading a book or writing your thoughts about your reading. Identify 2-3 students to have short conferences to monitor student book selection after you have finished QRI assessments 5 finger retell, interesting part, etc. (PRACTICE TRANSITION WITH STUDENTS, MORE THAN ONCE??!) When reading independently, concentrate on my reading -
6. S/he moves around once or twice but does not distract others. Off you go!Sharing:1. The same? Objective: To establish the daily rituals and routines for the Readers WorkshopPre-workshop Prep:1. Review notebooks with students. TP: Today I want to teach you how making a connection to something you have previously learned can help you better understand a story.Teach:
Active Engagement:
Link:
TP: Connections with ideas or knowledge you already have is one of the best ways readers use to better understand the books or stories that they read. Celebrate with students the progress they have made and discuss with them the importance of being an Independent reader. When autocomplete results are available use up and down arrows to review and enter to select. Set up notebooks with students.Introduction:How do we become better at a sport? 
Folktales are just old stories that people tell, and sometimes they have a lesson in them. Great Guided Reading lesson plan format based on The Next Step in Guided Reading by Jan Richardson. Write your connections on you Thinkmark as you read.
Only one of us will be speaking at a time and we will speak in a quiet low voice so that our room sounds like it is buzzing vs. partying! Have them begin writing a letter to you about the book you have been reading.
Give students 2-3 minutes to share with each other about their learning. Ask students to share their completed Reading Reflections with a partner. Why? The first partner will begin by sharing a little about their book and then sharing what he/she recorded on their Thinkmark. (Knee-to-knee and eye-to-eye). Call students back to the gathering area after 25 minutes. Students can add ideas and information to create a shared writing. Next, Im going to write my first paragraph which includes the title, author, genre, and a few sentences about my book. Model how to complete the Daily Reading Log and have students record this information in their reading notebooks. This book is called Shortcut by Donald Crews. Lilys Crossing by Patricia Reilly Giff the danger of telling lies, boy and girl friendship, WWII theme (girls father off to fight in Europe, boys sister left behind while trying to escape to America),
A Time for Angels by Karen Hesse main character girl, sent away from slums of New York during outbreak of plague in 1920s, story of survival, generational friendship
Stowaway by Karen Hesse main character boy, stows away on Captain Cooks ship, ends up traveling around the world
Phoenix Rising by Karen Hesse a boy and his mother come to live on a farm when radiation leaks from a nearby nuclear plant, girl befriends the boy, (be ready for tears!) Are there just a few words a page you don't know? Write on chart paper, Good Reading Behaviors During Readers Workshop. Demonstrates some strategies are being used. There is no evidence of thinking or comprehension.Conferences and Buzzing with PartnersStudent can do a retell and discusses book easily during conference. This can be as easy as investing in some inexpensive washtubs from a dollar store to requesting a book cart. Decide who will go first and who will go second. Painting a picture? 4. 2. Chapter books are great, but you also need magazines, comic books, non-fiction books, and picture books. 3. This is to give the teacher an idea of where to start as written responses are introduced in the upcoming lessons. Student names: ____________________________________________________________Sharing:
(15 minutes)1. Help them find a good book.Sharing
(15 minutes)1. TP: Today, we are going to think about all the ideas we have talked about the past few days and add more ideas to our What Good Readers Do anchor chart. Once you have finished, you may begin your independent reading. Remind students (knee-to-knee and eye-to-eye). Student names: ____________________________________Sharing:
(15 minutes)1. Have I assessed ALL new students with the QRI? Student names: ____________________________________________________________Sharing:
(15 minutes)Call students to the meeting area and have them sit with a partner. After we come back together, we will make a list on the board. Also, remember to stop a couple of times and make a prediction about what might happen next.Independent Practice:
(25 minutes)Students should begin reading from the books that they selected for IR - goal is 30-35 min. Have students record book information in their Daily Reading Logs.Materials: chart paper, markers, text to share for modeling
Day 18EQ: How can I link or connect one story to another one Ive read?Connection:Yesterday we talked about how to we can understand a story better when we make connections related to our own lives. Have students record book information in their Daily Reading Logs.Materials: timer, chart paper, markers, book for book talk, article or text selected by teacher to use for modelingNote to teacher: This lesson is a simplified version of Notice When you Lose Your Way from Stephanie Harveys and Anne Goudviss Comprehension Toolkit. Give 7-8 minutes to share. Identify 2-3 students to have short conferences to monitor student book selection after you have finished QRI assessments 5 finger retell, interesting part, etc. 22. My ring finger reminds me of the events. An entry is recorded for all but one day of assigned reading. Practice)Move around the room to keep students on task, referring students to the chart for Good Behaviors, if necessary. How does the story or an event remind you of another? Predetermine where you will stop within the story to make a connection, ask a question, and make a prediction.) This time should be silent and there should be as little movement as possible around the room. (Add ideas to Anchor Chart)
informational texts: science, history, geography, math, art, sports,
Biography: texts that tell about peoples lives. 
As you read think aloud, stopping at various places to reread, read on, ask a question, make a note, or/and use your background knowledge. 18. Goals to assess for week:
Can students sustain independent reading for 25-30 minutes? Fantasy: books that contain unrealistic elements, such as Charlottes We b. Do students demonstrate an understanding of transition expectations for Guided Reading? What is one thing you have learned as a reader these past few weeks? Note students practicing the SLANT method and acknowledge good listening skills. Format is not correct and entries are not recorded daily. Turn and talk to a partner about a connection that you had in the story. Choose one of the rubrics from pg. Invite students to join you at the designated meeting place.Introduction:
(2 minutes)Everyone is good at some thing -- Some of you are really good runners. Some of you may play the piano or dance better than other students. Some of us are better at reading than others. That's okay. 2.
practice)Administer reading records that will help determine instructional level benchmark. Give evidence from your book to support your thinking. If you cant remember it, the book is probably too hard. Student reads quietly for 25 minutes. Are students using Thinkmarks to track their thinking? 2. Written Response: Have students complete a written response on a sheet of notebook paper. First, Im going to read the response and identify which prompt the student is using. l a f4 $If , $If $If c kd} $$If l 4 ") ) 0 )6 4 Move around the room observing student behaviors. Call Guided Reading groups and go over expectations, what will be happening during GR, and what students will need to bring EACH time. Remember to stop a couple of times during your reading and leave some Thinking Tracks on your Thinkmark. Give each partnership a piece of paper, pencil, and a surface to write on such as a wipe board or clip board. How did the author capture your interest? Provide support to students who are struggling to get anything down. (done during conferences) Did students complete a Reading Reflection letter? Suggest they may want to read this book if it is suitable for them. (Record thought on Thinkmark. Invite students to join you in the gathering place 2. TP: I want to offer you many different suggestions about what you can write about in your letter to me. Have students record book information in their Daily Reading Logs.Materials: chart paper, markers, text to share for modeling Day 20EQ: How does making connections help my reading?Connection:We have talked a lot about making connections. Allow 4-5 minutes. As you go to your reading spots today, I want you to think about the genre of your book. Explain to students that you have put several books on each table group or in baskets.
Also, remember to stop a couple of times and make a prediction about what might happen next.Independent Practice:
(25-35 minutes)Students should begin reading from the books that they selected for IR - goal is 30-35 min. Objective: For students to learn how to listen to each other and share effectively as partners or in small groups.Pre-Workshop Prep:1. However, when I am trying to find out more about something like the International Space Station, I might choose a non-fiction book with lots of pictures and captions to learn from. Have students record book information in their Daily Reading Logs. Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others. (Begin reading, stopping at where she learns to sew)
This reminds me of when I spent a week with my grandmother learning to sew. If I want to read something for fun or pleasure, I might go to Karen Hesses books or find a Lemony Snicket book. Remind them of the Good Behaviors chart.Independent Practice:
(20 minutes)Students should begin reading from the books that they selected for IR goal is 20 minutes of sustained reading. It works well to have a chart stand or paper so that you can create the anchor charts with students. (At least 90% of the students should meet this objective by now.) I also remember that the main setting was ___, but that they were inside the apartment too. If you could change any part of the story, what would you change? Have them turn and talk to a partner about a connection, question, or prediction they have made. If you have this resource, it is recommended that you read through this lesson.Day 14EQ: What can I write about in my response journal?Connect:There are many different ways we can respond to our books and share our thinking. 2. Day 5 What are the routines of selecting books and silent reading? Lets try this together. Together we will decide who is going first and who is going second. Give 2-3 minutes to share. Conferencing:Talk with students individually about their independent reading. Circulate and listen in on various student conversations. 
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