august/september unit 1 readers build good habits with ... · pdf filelaunching unit 1 reading...

Launching Unit 1 Reading Workshop

DRAFT August 2010

August/September

Unit 1

Readers Build Good Habits with Concept and High Interest Books

Overview of Unit: In this unit your children will be reading high interest books in table top bins. The

children are readers exploring the exciting world of books and poems. The mini lessons

will focus on building good reading habits, management, and procedures during reading

workshop. Other mini-lessons might focus on how readers can read and talk about

concept books in clubs: talking and thinking about the ideas and print in related books.

Children will be reading high interest books (bright and colorful), alphabet,

counting/number, opposite, color, and shape books. Let the reading adventures begin!

Books for this Unit:

Children will be reading high interest books (bright and colorful), alphabet,

counting/number, opposite, color, and shape books.

Alignment with Standards:

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

Phonemic Awareness*

K.1.7 Listen to two or three phonemes (sounds) when they are read aloud, and tell the number

of sounds heard, whether they are the same or different, and the order.

Example: Listen to the sounds /f /, /m/, /s/ or /l/, /n/, /v/. Tell how many sounds were heard and

whether any sounds were the same.

K.1.8 Listen and say the changes in spoken syllables (a word or part of a word that contains one

vowel sound) and words with two or three sounds when one sound is added, substituted, omitted,

moved, or repeated.

Example: Listen to the word bat and tell what word is left when you take the /b/ sound away. Tell

what word is left when you take the /br/ sound away from the spoken word brother.

K.1.9 Listen to and say consonant-vowel-consonant (cvc) sounds and blend the sounds to make

words.

Example: Listen to the sounds /b/, /e/, /d/ and tell what word is made.

K.1.10 Say rhyming words in response to an oral prompt.

Example: Say a word that rhymes with cat.

K.1.11 Listen to one-syllable words and tell the beginning or ending sounds.

Example: Tell what sound you hear at the beginning of the word girl.

K.1.12 Listen to spoken sentences and recognize individual words in the sentence; listen to

words and recognize individual sounds in the words.

K.1.13 Count the number of syllables in words.


DRAFT August 2010

* When letters have a slanted line before and after them, such as /f /, /sh /, /b/, this

represents the sound the letter makes, not the name of the letter.

Decoding and Word Recognition

K.1.14 Match all consonant sounds (mad, red, pin, top, sun) to appropriate letters.

K.1.15 Read one-syllable and high-frequency (often-heard) words by sight.

K.1.16 Use self-correcting strategies when reading simple sentences.

K.1.17 Read their own names.

K.1.18 Understand the alphabetic principle, which means that as letters in words change, so do

the sounds.

K.1.19 Learn and apply knowledge of alphabetical order (first letter) when using a classroom or

school library/media center.

Vocabulary and Concept Development

K.1.20 Identify and sort common words in basic categories.

Example: Tell whether the words blue, yellow, and red are colors, shapes, or foods. Tell the names

of some favorite colors.

K.1.21 Identify common signs and symbols.

Example: Identify the meanings of common signs and symbols, such as stop signs or store signs,

from the colors, shapes, logos, and letters on these signs or symbols.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text

K.2.2 Use pictures and context to aid comprehension and to draw conclusions or make

predictions about story content.

Example: Tell how and where bees gather pollen after listening to a book about bees such as The

Honeymakers by Gail Gibbons.

K.2.3 Generate and respond to questions (who, what, where).

K.2.4 Identify types of everyday print materials.

Example: Walk around the school and identify the signs in the school, such as EXIT, Principal’s

Office, and Restrooms. Tell the difference between a storybook and a beginners’ dictionary.

K.2.5 Identify the order (first, last) of information.

Example: Listen to and look at the information in a book such as Going on a Whale Watch by

Bruce McMillan. Then draw pictures representing the main events of a whale watching trip in the

order in which they occurred.

K.3.1 Distinguish fantasy from reality.

Example: Listen to The Day Jimmy’s Boa Ate the Wash, Trinka Hakes Noble’s story about a class

field trip to a farm, and Farming, Gail Gibbons’ nonfiction book about farming. Tell how these

two books are different.

K.3.2 Retell (beginning, middle, end) familiar stories.

Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven

Kellogg.

K.3.3 Identify characters, settings, and important events in a story.

Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells.

Describe the setting in a familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell

the important events in a story, such as the folktale Jack and the Beanstalk.

K.3.4 Identify favorite books and stories.


DRAFT August 2010

K.3.5 Understand what is heard or seen by responding to questions (who, what, where).

K.4.6 Ask how and why questions about a topic of interest.

K.4.7 Identify pictures and charts as sources of information and begin gathering information

from a variety of sources (books, technology).

K.7.1 Understand and follow one- and two-step spoken directions.

Oral Communication

K.7.2 Share information and ideas, speaking in complete, coherent sentences.

Speaking Applications

K.7.3 Describe people, places, things (including their size, color, and shape), locations, and

actions.

K.7.4 Recite short poems, rhymes, and songs.

K.7.5 Tell an experience or creative story in a logical sequence (chronological order, first,

second, last).


DRAFT August 2010

What Read Aloud looks like in August/September and how it supports this unit:

Partners – sitting side-by-side, taking turns, listening to one another, looking at

each other in the eye, turning back when the teacher begins rereading.

Getting ready to read – looking at the front cover, reading the title, thinking what

the book might be about.

Retelling -

-Retell by naming the characters.

-Retell by saying where the story is taking place.

-Retell what I just read by telling what happened first, then next, the next, and

then last.

-Say more about that part

-Start from the beginning and tell what’s happened so far

-So, what’s going on now in the story?

-Retell by making a movie in their mind and telling what they see.

Making Connections:

-Think of a time when

*Questioning – I wonder…

Most of the read-alouds will consist of books that will be used for Unit 2 Emergent

(Star) Books. These books need to be read at least 5 times before Unit 2 begins.

What Guided Reading looks like and how it supports this unit:


DRAFT August 2010

Important Information for this Unit of Study

Charts are ideas that consist of separate mini-lessons to be completed on different

days. The chart is not intended to be completed during one mini-lesson. Skills

will be added to the chart as you teach it during each mini-lesson.

When reading through each section you are able to locate a heading that will

specify the bend in the road that you will take with the mini-lessons in that

section.

The skill is WHAT you will teach your students and the strategy is HOW your

students will do the skill. The so explains to your students WHY they need to do

and learn the specific skill you are teaching.

Some headings list specific concepts/vocabulary that would be beneficial to teach

your students.

In most sections, you will find one skill and several strategies to teach that skill.

During one mini-lesson, you will choose one skill and only one strategy to teach

that skill. On the next day, you may want to teach the same skill during your

mini-lesson with a different strategy since students learn differently.

Please remember that you are not required to teach each specific mini-lesson.

These are just different ideas to choose from or use as you assess what your

students may need to learn.

It is a good idea to have reading spots labeled ahead of time. This will make the

transition to reading time smooth and in a timely manner.

At the beginning of each unit it will be helpful to your students if you introduce

and say each title out loud when you display a new tub of books.


DRAFT August 2010

Bend 1:

Readers Know How to Find Books We Are Interested in Thinking About and in

Sharing with Others. We Take Care of Our Books

Procedures and Routines

What is a reading mini-lesson and what does it look like?

“Everyday we will sit here on this rug

and learn about reading.”

What (skill): Readers learn about what they will try as a reader during each mini-

lesson

How (strategy):

By sitting, looking, and listening to the teacher as they teach something new that

readers do so we hear what the teacher is saying.

By listening with your eyes, ears, and heart so we can grow as readers.

What (skill): Readers show that they’re really listening during the mini-lesson

How (strategy):

By sitting Magic 5 on the rug with their legs crisscross, hands in their lap, lips

sealed, ears listening, and eyes on the teacher so we hear what the teacher is saying.

What (skill): Readers move back to their reading spots quickly after the mini-lesson

How (strategy):

By getting up, walking to their seat, choosing a book and starting to read right away

so we don’t waste time.

(Continue to discuss management issues during mid-workshop interruption and teaching

share time.)

(Chart Idea)

What a mini-lesson looks like:

My job: I talk!

Teach you about what readers do.

Your job: You listen!

Learn what you will be trying today as a

reader.

Our job: To grow as readers!


DRAFT August 2010

Book Handling/Concepts About Print

Concepts to teach (definitions)

Title, Author, Illustrator, Front Cover, Spine, Title Page, Back Cover

What (skill): Readers hold their book

How (strategy):

By placing it in front of them right side up so they can read it.

What (skill): Readers identify the front cover of the book

How (strategy):

By looking for the big words that identify the title of the book and a picture that goes

along with the title so they can think about what their book is going to be about and

get ready to open their book for reading.

What (skill): Readers identify the title, author, and illustrator

How (strategy):

By locating the words on the front cover of the book so they know where these

important parts of their book are located.

What (skill): Readers identify the spine

How (strategy):

By locating the part that holds the pages together so they can learn to handle books

nicely, responsibly, and gently.

What (skill): Readers locate the title page

How (strategy):

By finding the page that looks similar to the front cover: with a title, author,

illustrator, and publisher so they know this important information about their book.

What (skill): Readers locate the back cover of the book

How (strategy):

By identifying the last part on the outside of the book so they learn that this is the

end of the book.

What (skill): Readers care for their books

How (strategy):

By carefully turning the pages using the corner so the pages don’t get ripped.

By not bending, ripping, or throwing books so there are books in good shape for

everyone to read all year and next year.

By carefully closing and placing their book in the tub before choosing a new one so

there are books in good shape for everyone to read all year and next year.

By returning them from home so the books don’t get lost and there are books to

read at school.


DRAFT August 2010

(Chart Idea)

Parts of a Book

Front Cover:

Title/Picture that

Matches

Author

Illustrator

Title Page

Story Beginning

Spine

Back Cover

(Chart Idea)

Book Handling

Yes!

Choosing a book

Sharing books

Turning 1 page at a time

Using the corner to turn the page

Closing the book when finished

Placing it back in the tub

Oh no! (Add as it happens)

Throwing books

Hitting people with books

Putting books in tub open or backwards


DRAFT August 2010

Choosing a book

What (skill): Readers choose a book to read

How (strategy):

By finding a book that looks interesting to them so they will have fun reading it.

By looking at the front cover and asking themselves, “Is this something that I’d be

interested in reading?” So, the book is a good match for them.

By looking at the pages (doing a picture walk), and asking themselves, “Is this

something that I’d be interested in reading?” So, they enjoy reading it.

By looking around and discussing with their partner which club interests them the

most so they are happy reading their book.

What (skill): Readers take turns with books so both people can get what they want

How (strategy):

By saying, “You can read it now. I’ll read it later.” So, everyone gets a turn to read

the books.

What (skill): Partners problem-solve when choosing a book club

How (strategy):

By noticing when the chairs at a club are full so they can go to a different club this

time.

By talking and taking turns with their partner so they each are okay with the choice

they made together.

(Chart Idea)

Concept books…

have naming labels under

the pictures

pictures all about one idea

or topic

try to teach you about

something

have similarities

have differences


DRAFT August 2010

Bend 2:

Readers Know How to Take Care of Our Reading Time so We Can Do Our Best

Thinking and Talking

Independent Reading Time


Detail(s)

What (skill): Readers keep reading during reading time

How (strategy):

By finishing one book, then they choose a second book of interest and keep reading

so they are reading and becoming better readers by practicing the whole time during

reading workshop.

What (skill): Beginning readers read

How (strategy):

By telling themselves the story using the detail in the pictures so they learn to know

the story better.

By finding the most important picture and telling the story using the pictures so they

really know exactly what is happening.

By pointing to the picture details and saying what they see and notice so they can

start to become readers.

(Chart Idea)

What does Independent Reading Time look

like?

My job: Conference with students

Teach you about what readers do

Your job: Try out what was taught from the mini-lesson

Read privately during private time

Take turns choosing books

Take turns reading and talking when it is

partner time.

Our job: To grow as readers!


DRAFT August 2010

Private Time

What (skill): Readers have private reading time

How (strategy):

By sitting and reading to themselves quietly (model quiet level) so everyone can read

and think without being bothered by loud noises.

By reading quietly to themselves, not bothering anyone so everyone can read and

think during reading workshop.

By sitting back to back so it is easy to just read and not talk to your partner until it is

partner time.

Teacher Conferences

What (skill): Readers read while the teacher has conferences with students

How (strategy):

By reading their book and keeping their thought or question for the teacher in their

head until they can raise their hand when the teacher has finished conferencing so

everyone can read while waiting for the teacher.

What (skill): Readers don’t interrupt conferences

How (strategy):

By waiting until the teacher is finished working with a student so then the teacher

can come to everyone more quickly.

At the end of Independent Reading Time

What (skill): Readers clean-up when reading time is over

How (strategy):

By putting their book back in the tub, pushing in their chair, and walking back to the

rug so all readers are ready for share time and share time isn’t wasted because it took

to long to clean up.


DRAFT August 2010

Bend 3:

Readers Have Many Ways to Read and Think about Books Even Before We Are

Reading all of the Words in Them

A Lesson Plan for this skill and strategy is available on the last page of this unit.

What (skill): Readers think about and share their favorite reading memories

How (strategy):

By thinking of a time reading felt good to them, closing their eyes, visualizing that

memory and making a sketch of that time so they can remember it and tell all about

it when it is their turn to do that.

What (skill): Readers can learn about themselves as readers

How (strategy):

By thinking about what kinds of books they really love to read so they can look for

those kinds of books.

By looking through a lot of books and then decide what to read so they can enjoy

reading what they like best.

What (skill): Readers can learn about themselves and other readers

How (strategy):

By thinking about all the different kinds of individuals that read and the different

kinds of things they might read so they can learn how helpful and special reading is

to all people.

Chart Idea Who Reads… What I Read… When I Read… Where I Read… Why I Read…

Children Books

Moms Magazines

Dads Newspapers

Bus drivers Lists

Getting Ready to Read

What (skill): Readers get ready to read their books

How (strategy):

By looking at the front cover, reading the title, and thinking, “Hmmmm…what

might this book be about?” So, they can decide to try it out or not.

What (skill): Readers get their mind ready to read

How (strategy):

By looking at the cover and asking themselves “What do I expect to see/learn/read

about in this concept book?” So, they are thinking about their book first before they

really read it.

By saying to themselves “I know this book is going to tell me or teach me

something, and my job is to try to figure out what that something is.” So, they can

learn and grow as much as possible from that book like readers do.


DRAFT August 2010

How Beginning Readers Read/Monitoring for Meaning

What (skill): Beginning readers make their pictures go together

How (strategy):

By using the special words “And then…” as they turn each page so that the story

makes sense and it goes together in the right way.

What (skill): Beginning readers use special story words to start reading their stories

How (strategy):

By saying “Once upon a time…. “ Or “One day…” so others know when pr how

the story begins.

What (skill): Beginning readers know how the picture is helping them read their book

How (strategy):

By using the pictures and the cover to help them understand the story so that they get

used to acting like readers.

What (skill): Readers look for clues to see what their concept book is teaching them

How (strategy):

By looking at the words, labels, and pictures so they don’t miss anything in their

book.


DRAFT August 2010

What (skill): Readers make predictions and check their predictions

How (strategy):

By using the author’s clues, noticing the characteristics of the books, and thinking

about what might come next in the book so that they can be like a detective when

they are reading. After they make their prediction, the reader will look head to

check to see if their prediction was correct or close to the correct answer so they can

see how they are doing at using the story clues to make their predictions.

What (skill): Readers invent ways to read their concept books

How (strategy):

By pointing and using pictures to figure out labels and words so they learn how to be

stronger readers.

By thinking of words (nonsense or real) that rhyme with words in their book so they

learn to read more words.

By paying attention to the first letter in words and using the picture clues so they can

think about what the tricky word.

By finding words they know (word wall words) so they can figure out other words.

By talking and discussing with a partner so they get other ideas about their book and

what the words in it say.

What (skill): Readers compare concept books and make connections

How (strategy):

By looking at similarities in the author’s labels, words, and pictures so they learn

more about their books and items in other books.

By looking at differences in the author’s labels, words, and pictures so they learn

and know more about their book.

What (skill): Readers compare similarities and differences of how author begin their

concept book

How (strategy):

By taking two books and sitting them side by side to compare how the author began

their story so they learn to think like an author.

*


DRAFT August 2010

Characters


Characters

What (skill): Readers wonder about the characters in their story

How (strategy):

By stopping and thinking what the characters are saying and doing so they learn and

know more about their book.

What (skill): Readers learn more about their characters

How (strategy):

By making their characters talk so they understand and learn more about their story.

Rereading/Comprehension

What (skill): Readers read books over and over

How (strategy):

By finding a favorite book that really interests them so they have fun reading their

book.

By noticing new things each time they read so they learn to think like a reading

detective.

By remembering previous things they learned about the book so it makes more sense

to them.

What (skill): Sometimes when readers read their ideas about the book does not make

sense. Readers reread to understand the story

How (strategy):

By saying “What?” and go back to reread to better understand what was read so they

can think and talk about the book with other readers.

What (skill): Readers love to reread their books

How (strategy):

By noticing new things in the pictures so they get even more excited about

something the author did.

By having new thoughts about the book each time they reread so they see more

things the author tried to show them.


DRAFT August 2010

Fiction and Non-fiction

What (skill): Readers understand that fiction books are storybooks

How (strategy):

By noticing features in the story that are not real or might not happen in real life so

they learn that fiction books are mostly made up by the author.

What (skill): Readers understand that non-fiction books teach you about real things

How (strategy):

By noticing that they usually have pictures taken with a camera or realistic

illustrations so the reader notices that the information in the book is true, not make-

believe.


DRAFT August 2010

Bend 4:

Readers Read Words Left to Right, Top to Bottom. We Know the Words Will Make

Sense and Will Go with the Pictures.

Readers find words (or letters) they know in books. If a word is on the word wall, the

same word can be found in a book.

What (skill): Readers one to one match when they read

How (strategy):

By pointing under labels so they are reading the same words that are on the pages of

the book with their voice.

What (skill): Readers know where to begin reading

How (strategy):

By locating the first page which has words and pictures so they start reading on the

first page of the book.

What (skill): Readers turn the pages in their book correctly

How (strategy):

By turning the page on the right to the left so they read the pages in the correct

order.

What (skill): Beginning readers read books

How (strategy):

By using the pictures and beginning on the left side of the page and moving to the

right so you can learn all that the book is about and don’t get mixed up.

What (skill): Beginning readers use and understand what a detail is

How (strategy):

By finding the important parts in a picture and including it into their words as they

tell the story so that other readers might want to try it out because they know all

about that book from listening to you tell the details.


DRAFT August 2010

Bend 5:

Readers Read and Talk About Books

Important Talk

What (skill): Readers make connections to their stories

How (strategy):

Text to Self

By thinking about what the stories reminds them of from their life so the story is

more interesting to them.

What (skill): Readers have conversations with their partners

How (strategy):

By finding a place that reminds them of something in their life. They say to their

partner, “This reminds me of….” So, they remember their book better.

By finding places in their books that remind them of a special person, place, or thing

so reading the book is more fun because it reminds you of something in your own

life.

Text to Text

By thinking about what the stories reminds them of from another book they have

read, so they learn how to connect similarities in books.

What (skill): Readers have important talk with their partner

How (strategy):

By sharing their favorite parts in their book and sharing with their partner why it is

their favorite part so they have more fun with their book and their partner.

By sharing funny parts in their book and sharing with their partner why they thought

the part was funny so they remember and learn more about what happened.

By sharing a part that makes them feel scared, sad, happy, surprised in their book

and sharing with their partner why it makes them feel that way so they remember it

better.

By talking about funny, sad, weird, or confusing parts so it helps them learn and

understand the story (Growing Readers, page 92).

By telling their favorite character and why so they think more deeply about their

favorite character and the book.

By sharing what they would change in the story and how it would change the story if

they were the author so they get practice at thinking like an author.

What (skill): Readers use important talk book marks (Post-Its) to talk more about

their books with their partner

How (strategy):

By marking 1 spot in their book that matches the book mark and talking about that

special page with their partners so they think more about the story and why that part

is special.


DRAFT August 2010

(Chart Idea)

Important Talk

Reminds me of

My life

Another book

Favorite Parts

Funny Parts

This part makes me feel

Scared

Sad

Happy

Surprised

because…


DRAFT August 2010

Partner Time

What (skill): Readers get ready for partner reading time

How (strategy):

By reading and thinking about what they might share with their partner so they use

partner time to share their reading and not waste time.

What (skill): Readers share 2 books they have already read

How (strategy):

By taking their 2 books to meet with a buddy in their group so they learn how to talk

and think like readers.

What (skill): Readers read with a buddy

How (strategy):

By sitting side by side with one book in the middle so they both can share the book

quietly.

What (skill): Readers take turns reading and talking about their books

How (strategy):

By deciding who will go first while the other partner listens so they both can hear

and understand each other.

What (skill): The listening partner knows when to help the reading partner

How (strategy): By waiting for the reading partner to ask for help so they don’t interrupt their

partner’s reading.

What (skill): Partners use whisper voices during partner time

How (strategy):

By talking and reading quietly so the room doesn’t get too noisy so everyone can

hear and enjoy reading and then talking about their books.

What (skill): Buddies make plans for how they will read their book

How (strategy):

By deciding if they will act it out, read to their partner, or retell the story so partners

don’t get confused and overwhelmed.

What (skill): Partners only talk about their book with their partner

How (strategy):

By reading and sharing things only about their book so they learn that this is a very

special time to share special talk about their book.

What (skill): Reading partners work together

How (strategy):

By looking at and listening to each other so partners know they are listening with

their eyes, ears, and their hearts.


DRAFT August 2010

What (skill): Partners solve problems and make decisions together

How (strategy):

By taking turns choosing which book to read first so they are both happy and content

during reading time (Growing Readers, page 92).

By telling each other when they can’t hear so they can read it again in a voice that

the partner is able to hear.

(This is a good time to introduce easy ways to decide who will go first.)

What (skill): Readers think about what else could possibly be in the concept book that

the author didn’t add

How (strategy):

By thinking about what they know about concept books and what they noticed in

other concept books so they do their best important talk about the book.

(Chart Idea)

Reading Partners

Partners Sit side by side with the

book in the middle

Each partner will take the books

they have been looking at already

Take turns Reading

Keep reading and reading


DRAFT August 2010

Lesson Sample

Unit of Study: Readers Build Good Habits

Mini-lesson Teaching Point:

Good Readers think about when they like reading the best by closing their eyes and

thinking about a time when reading felt good for them and sketching a picture of that time

and place.

Materials: Favorite books, paper, pencils

Connection: (activate prior knowledge and focus student attention on the lesson – state

teaching point)

Well readers, today we are going to begin something very exciting in our classroom.

Every day we will sit here on this rug and talk about reading. We have already been

talking a lot about books and what kinds of things we read and today we are going to talk

some more about that during what we call reading workshop.

Teach: (demonstrate the teaching point, providing an example and explanation, or

providing an opportunity for guided practice – repeat the teaching point several times –

teacher talk only)

I want to tell you about the reading I do. I love reading! I really love to read

when________. (Consider mentioning sometime when you read with another person

because if you say you like to read alone they will say “I don’t know how to read.”)

reading feels really good for me when I ____________.

Demonstration:

I want to sketch a picture for you of ________________ so you can get a good picture in

your head. I will draw the ________________and the_______________ and myself.

Yes. Reading feels good for me when I________________________.

Active Engagement: (coach and assess during this time on the rug in the meeting area)

Now you are going to have a try. You are going to... close your eyes and think of a time

when reading feels good for you. If they do this well, they could turn to a partner. You

may want to wait until another day to begin partner talk during the mini-lesson.

Link: (review and clarify key points, globalizing their utility from now to the future –

repeat the teaching point)

Okay readers, today you are going to sketch your reading memory about when reading

feels really good for you. Give them a ½ sheet of paper so they don’t feel overwhelmed

by a large sheet. Then I will have some bins out on the table so they can look at books

when they finish their sketch but will not make a big deal about them.

Possible Mid-workshop Interruptions/Future Lessons (additional teaching points that

relate to the mini-lesson teaching point or the unit of study):

management issues and procedures


DRAFT August 2010

Favorite Reading Memory Sketch

This is a picture of a mother and child reading together in their favorite spot on the

floor.

august/september unit 1 readers build good habits with ... · pdf filelaunching unit 1 reading...

Documents