unit 1 mini lesson 1 - woodburn school district · unit of study: readers build good habits...

Lucy Calkins Grade 1, Unit 1 Building Good Reading Habits with selected lessons from District Unit 1, Readers Build Good Habits

Unit 1 Mini Lesson 1

Unit of Study: Readers Build Good Habits

Teaching point: 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.

Goal: Establish Rules, and expectations for reading to self

Catchy Phrase:

I found a smart spot to read! ¡Encontré un lugar a todo dar para leer!

Text: A collection of books (book box, book bag)

Chart: Begin the “I Get ready to read” chart, to which you will add today’s goal finding a smart spot.

Standard: Procedural (no specific standard)

Mini Lesson: (710 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. 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.

MidWorkshop 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.”





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.

Catchy Phrase:

I can read the pictures!

¡Puedo leer las ilustraciones!

Text: The Very Hungry Caterpillar (or other familiar text)

Chart: Day 1 of “3 Ways to Read a Book” chart.

Standard: 1.RL.7 Use illustrations and details in a story to describe it’s characters,

setting or events.


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.


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





Teaching point: Readers can read their books by reading the words.

Una manera de leer un libro es por leer las palabras.

Catchy Phrase:

I can read the words!

¡Puedo leer las palabras!

Text: The Birthday Cake (or other familiar text)



setting or events.


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.


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.

Notes:

Materials:

The Birthday Cake (Joy Cowley), Getting Ready to Read chart





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.

Catchy Phrase:

I can retell the story!

¡Puedo relatar la historia!

Text: The Three Little Pigs (or other familiar text)



setting or events.

1.RL.2 Retell stories, including key details, and demonstrate

understanding of their central message or lesson.


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.

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.


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





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: The Birthday Cake

Chart: Add today’s goal to “Getting Ready to Read” chart


setting or events


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 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.


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.




Goal: Being independent learners in a partner setting

Teaching point: Readers learn more from their books by rereading with a partner.

Catchy Phrase:

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)

Text: Book boxes (Teacher and partner will choose a book together)

Chart: Use 3 Ways to Reread, start new chart “Reading to Someone”

Standard: 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.


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.)

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.)

Uhoh. 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.)

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.



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





Teaching point: Readers read books with a partner by taking turns.

Catchy Phrase: It’s your turn now.

Text: Stop! By Joy Cowley (or other simple big book)

Chart: Chart “Partner Reading” (add “partners take turns” to yesterday’s

chart)

Standard: 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 agreedupon 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.


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.

(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.


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




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.

Catchy Phrase:

This story makes me think about when I …

Este cuento me hace recordar cuando yo …

Text: 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.)

Chart: Begin 3 types of Connections Chart

Standard: 1.RL.7 Use illustrations and details in a story to describe its

characters, setting, or events.


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 selfconnection. 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 selfconnection 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 TS 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 TSconnections, so that they resonate with your students. We

suggest you model and think aloud 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 selfconnections. 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 selfconnection 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.



Share:




Teaching point: Readers make connections by thinking about how their book is like

another book they have already read.

Catchy Phrase:

This story makes me think another book I read because …

Este cuento me hace recordar de otro libro que he leído porque yo …

Text: 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)

Chart: Add Text to Text to 3 types of Connections Chart

Standard: 1.RL.9 Compare and contrast the adventures and experiences of

characters in stories.


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.



(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.

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:


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.






Teaching point: Readers make connections by thinking about how the book reminds

them of something in the world around them.

Catchy Phrase:

This story makes me think about ….

Este cuento me hace pensar en …

Text: Don’t Eat the Teacher! By Nick Ward

Choose another book that lends itself to texttoworld connections

Chart: Continue with 3 types of Connections Chart

Standard: 1.RL.7 Use illustrations and details in a story to describe its characters,

setting, or events.


Connection:

In the past few days we’ve been talking about texttoself connections and texttotext

connections. Today we’re going to think about a third type of connection (write:

“texttoworld” 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 texttoworld

connections. Readers make connections by thinking about how the book reminds them of

something in the world around them.


(Teacher begins reading segments of Don’t Eat the Teacher, pausing to think aloud your own

TW 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 texttoworld 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 texttoworld connections. This one shows

a book with an arrow pointing to the word. This will help me remember what a texttoworld

connection is. Readers make connections by thinking about how the book reminds them of

something in the world around them

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 TexttoWorldConnection, 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:


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.



Grade 1 Unit 1 Mini Lesson 1

Unit of Study: Building Good Reading Habits

Goal: Habits for Reading Long and Strong

Teaching point: “Today I want to teach you that readers have good habits, too. They have

things they do all the time, without needing anyone to remind them. And

one of those habitsone thing that readers do without needing to be

reminded is get ready to read by taking a sneak peek at their books. They

peek, and then they think.”

"Hoy quiero enseñarles que los lectores también tienen buenos hábitos. Ellos

tienen cosas que hacen todo el tiempo, sin necesidad de nadie para

recordarles. Y uno de esos hábitos una cosa que hacen los lectores sin

necesidad de que se les recuerde es estar listo para leer echando un vistazo a

sus libros. Ellos echan una miradita, y entonces piensan."

Text: Ollie the Stomper by Olivier Dunrea

Standard: RL.1.1 Ask and answer questions about key details in a text

RL.1.7 Use illustrations and details in a story to describe its characters, setting

or events

RI.1.1 Ask and answer questions about key details in a text

RI.1.7 Use the illustrations and details in a text to describe its key ideas

Page #’s 27

Anchor Chart “Readers Build Good Habits”

“Reading Partners Work Together”

Additional

Resources

https://drive.google.com/open?id=0B9xDAy6x_zmcWmdlVjBfSS1NRjQ

https://drive.google.com/open?id=0B9xDAy6x_zmcTjBpcXZETjl6VEE





Teaching point: “Today I want to teach you a habit that readers do, without needing

reminders, whenever they finish a book. When readers get to the end of a

book, they do something. They might stop and remember the book, looking

back and thinking it over. They might tell someone all about it. They might

go back to their favorite parts. They might do any one of these things, but

they do something.”

"Hoy quiero enseñarles un hábito que los lectores hacen, sin necesidad de

recordatorios, cada vez que terminan un libro. Cuando los lectores llegan al

final de un libro, ellos hacen algo . Ellos podrían parar y recordar el libro,

mirando hacia atrás y pensando. Ellos podrían decirle a alguien todo sobre él.

Ellos podrían regresar a sus partes favoritas. Ellos podrían hacer cualquiera de

estas cosas, pero ellos hacen algo ."

Text: Ollie the Stomper by Olivier Dunrea

Standard: RF.1.1 Demonstrate an understanding of the organization and basic features of

print

RF.1.3 Know and apply gradelevel phonics and word analysis skills in decoding

words

RF.1.4 Read with sufficient accuracy and fluency to support comprehension

RL.1.2 Retell stories, including key details, and demonstrate understanding of

their central message or lesson

RL.1.3 Describe characters, settings, and major events in a story, using key

details

RI.1.2 Identify the main topic and retell key details of a text

RI.1.3 Describe the connection between two individuals, events, or pieces of

information in a text

Page #’s 815

Anchor Charts “Readers Build Good Habits”




Additional

Charts




Teaching point: “Today I want to teach you one more habit that readers have. This might be

the most important habit of all, so listen closely. Readers alwaysevery

daypush themselves to get stronger and stronger as readers. And one way

they push themselves to get stronger is they work to read more and more

books.”

"Hoy quiero enseñarles un hábito más que tienen los lectores. Este podría ser

el hábito más importante de todos, así es que escuchen con atención. Los

lectores siempre todos los días se empujan para hacerse más fuertes y

más fuertes como lectores. Y una manera como se empujan para hacerse más

fuertes es trabajando para leer más y más libros."

Text: Stack of fiction books


print


words

RF1.4 Read with sufficient accuracy and fluency to support comprehension

RL.1.10 With prompting and support, read prose and poetry of appropriate

complexity for grade 1

RI.1.10 With prompting and support, read informational texts appropriately

complex for grade 1

Page #’s 1621





Additional

Charts

“Reading Mat” template

https://drive.google.com/open?id=0B31c_MS9JMoxNkhDZHhWNUdmRGc





Teaching point: “During our share yesterday, I read four books. I know I can read even more

during the whole workshop time today. I’m going to set a goal to read more

than four books today. I bet I can double that number. Let me set a goal for

eight books.”

"Durante nuestro tiempo de compartir de ayer, leí cuatro libros. Yo sé que

puedo leer aún más durante todo el tiempo de taller de hoy. El día de hoy, voy

a establecer una meta para leer más de cuatro libros. Apuesto a que puedo

duplicar ese número. Déjenme poner una meta de ocho libros."

Text: Stack of fiction books


print


words





complex for grade 1

Page #’s 2224


Additional

Resources






Teaching point: “Today I want to teach you that when you first read a book, your reading voice

might sound bumpy and boring. But good readers reread without being told.

They do this automatically, out of habit, working to make their voices

smoother and smoother each time.”

"Hoy quiero enseñarles que cuando es la primera vez que ustedes leen un

libro, su voz al leer puede sonar llena de baches y aburrida. Sin embargo, los

buenos lectores vuelven a leer sin que se les diga. Lo hacen de forma

automática, por costumbre, trabajando para hacer sus voces cada vez más

suaves y más suaves."

Text: Big Book fiction story

Standard: RF1.4 Read with sufficient accuracy and fluency to support comprehension

Page #’s 2527


Additional

Resources






Teaching point: “Today I want to teach you that it is important to practice reading with your

eyes, instead of your fingers, so you can read more quickly, scooping up more

words at a time, reading in phrases instead of word by word.”

"Hoy quiero enseñarles que es importante practicar la lectura con sus ojos, en

lugar de sus dedos, para que puedan leer con mayor rapidez, recogiendo más

palabras a la vez, leyendo por frases en lugar de leer palabra por palabra."

Text: Make New Friends Poem


print


words


Page #’s 2833



Additional

Resources







Teaching point: “Today, readers, I want to teach you that another good habit to have is to

reread, so that you can see more and more each time. When you reread, you

say things like, ‘Oh! Interesting!’ and ‘Look! I didn’t see that before!’ and ‘Now

I know why that happened!’ New details pop out that help you understand

your books in even bigger ways.”

"Hoy, lectores, quiero enseñarles otro buen hábito que es volver a leer, de tal

manera que cada vez puedan ver más y más. Cuando ustedes vuelven a leer,

ustedes dicen cosas como, '¡Oh, que interesante! y, ¡Mira, yo no vi eso

antes!" y ¡Ahora yo ya sé por qué pasó eso! Nuevos detalles aparecen de

repente que les ayudan a entender sus libros de mejor manera."

Text: Ollie the Stomper by Olivier Dunrea, books from student book bags or boxes





details





Page #’s 3436

Anchor Charts “Reading Partners Work Together”

Additional

Resources





Goal: Habits for Tackling Even the Hardest Words

Teaching point: “Today I want to teach you a new habit. Reader’s don’t just take a sneak peek

to think what the book is going to be about. They also take a sneak peek about

what the page is going to be about. Then when readers get stuck on a word,

they use the whole page to think, ‘What might this word say?’ That gives

readers the power to push through tricky words.”

"Hoy quiero enseñarles un nuevo hábito. Los lectores no solamente echan

una ojeada para pensar en lo que el libro se va a tratar. También echan una

miradita de lo que la página se va a tratar. Luego, cuando los lectores se

atoran en una palabra, ellos utilizan toda la página para pensar: ‘¿Qué podría decir esta palabra?’ Eso da a los lectores el poder de empujar a través de

palabras difíciles."

Text: Gossie and Gertie by Olivier Dunrea

Standard: RF.1.3 Know and apply gradelevel phonics and word analysis skills in decoding

words




Page #’s 3843


Additional

Resources






Teaching point: “Today I want to teach you that when readers are picking up good habits they

sometimes pick up bad habits by mistake. And one way to get stronger as a

reader is to know your bad habits and to drop them .”

"Hoy quiero enseñarles que cuando los lectores están recogiendo los buenos

hábitos, a veces por error, recogen los malos hábitos. Y una manera de

conseguir hacerse más fuerte como lector es conocer sus malos hábitos y

tirarlos."


Standard: RF.1.3 Know and apply gradelevel phonics and word analysis skills in decoding

words




Page #’s 4450


Additional

Resources

“Drop That Bad Habit” chart “Pick Up A Good Habit” chart


https://drive.google.com/open?id=0B9xDAy6x_zmccmc4dm5qZE5rUDA

https://drive.google.com/open?id=0B9xDAy6x_zmcZ1dDam5kR2lUY0E





Teaching point: “Today I want to teach you that when you are stuck on a word, it’s not enough

to just look at the first letter or two. Now, in first grade, you need to look

through the whole word, at all the parts to help you figure outor solve the

word, so that your reading will make sense.”

"Hoy quiero enseñarles que cuando ustedes estén atorados en una palabra,

no es suficiente con sólo mirar la primera o segunda letra. Ahora, en primer

grado, es necesario mirar a través de toda la palabra, en todas las partes para

ayudarles a averiguar o resolver la palabra, para que su lectura tenga

sentido."


Standard: RF.1.2 Demonstrate understanding of spoken words, syllables and sounds

(phonemes)

RF.1.3 Know and apply gradelevel phonics and word analysis skills in

decoding words

Page #’s 5155

Anchor Charts “Good Habits for Solving Hard Words”

Additional

Resources

“Be the Teacher” game signs template

https://drive.google.com/open?id=0B9xDAy6x_zmcUDdEUTd2SHZHU1U

https://drive.google.com/open?id=0B9xDAy6x_zmcMXBHdENIbXp3R28





Teaching point: “Today I want to teach you that readers don’t karatechop words! They think

about what would make sense to figure out tricky words. You can check the

picture and think about the story, asking, ‘What word would make sense

here?’

"Hoy quiero enseñarles que ¡los lectores no cortan las palabras como

karatecas! Ellos piensan acerca de lo que tendría sentido para averiguar las

palabras difíciles. Pueden revisar la imagen y pensar en la historia,

preguntando: ¿Qué palabra tendría sentido aquí?"

Text: Fiction big book

Standard: RL.1.7 Use illustrations and details in a story to describe its characters,

setting or events

RI.1.7 Use the illustrations and details in a text to describe its key ideas

Page #’s 5658





Teaching point: “Today I want to teach you that readers do a doublecheck. They check to

make sure a word makes sense with the story, and they also check the letters

on the page to be sure the word looks right.”

"Hoy quiero enseñarles que los lectores hacen una doble revisión. Ellos

verifican si una palabra tiene sentido con la historia, y también comprueban

las letras en la página para asegurarse de que la palabra parece correcta."

Text: Gossie and Gertie by Olivier Dunrea or a text of your choosing


(phonemes)


decoding words

Page #’s 5963

Anchor Chart “Reading Partners Work Together”

“Good Habits for Solving Hard Words”







Teaching point: “Today I want to remind you that readers don’t give up! They try and try

again. If you try to read across the word and it still doesn’t make sense, you

can look at the picture again and reread the page and ask, ‘What word would

make sense?’ ‘What other word might it be?’”

"Hoy quiero recordarles que ¡los lectores no se dan por vencidos! Lo intentan

una y otra vez. Si ustedes intentan leer a través de la palabra y todavía no

tiene sentido, pueden ver en la imagen de nuevo y volver a leer la página y

preguntar: "¿Qué palabra tendría sentido?, ¿Qué otra palabra podría ser?"

Text: Little Miss Muffet on chart


(phonemes)


decoding words




complex for grade 1

Page #’s 6468

Anchor Charts “Good Habits for Solving Hard Words”

Additional

Resources

“Little Miss Muffet” lyrics


https://k-3teacherresources.com/resource/songs-poems-nursery-rhymes/little-miss-muffet-nursery-rhyme/





Teaching point: “Today I want to teach that when you are trying to read tricky words, one of

the hard parts will be the vowels (aeiou) because they make lots of

different sounds, especially when stuck to other letters. So the important

thing is to try the sound two ways short and long.”

"Hoy quiero enseñarles que cuando ustedes están tratando de leer las

palabras difíciles, una de las partes duras serán las vocales (aeiou) porque

hacen un montón de sonidos diferentes, especialmente cuando se ven

atrapadas con otras letras. Así que lo más importante es tratar el sonido de

dos maneras – el sonido corto y el sonido largo."

Text: Gossie and Gertie by Olivier Dunrea or text of your choosing


(phonemes)


words

Page #’s 6972

Anchor Charts

Additional

Resources

“Conference Record Keeping” sheet “Conference Notes” template

https://drive.google.com/open?id=0B9xDAy6x_zmcSkxVUm94eUN3Njg

https://drive.google.com/open?id=0B9xDAy6x_zmcSmhEOEJpY3dRaFU




Goal: Partners Have Good Habits, Too!

Teaching point: “Today I want to teach you that partners, like all readers, have good habits,

too: for the beginning, the middle, and the end of books. One thing partners

can do at the beginning is to give a book introduction. You can introduce your

book to your partner before you read.”

Hoy quiero enseñarles que los compañeros de lectura, al igual que todos los

lectores, tienen buenos hábitos, también: para el comienzo, el medio y el final

de los libros. Una cosa que los compañeros de lectura pueden hacer al

principio es dar una introducción del libro. Pueden introducir su libro a su

pareja antes de leer."

Text: Kazam’s Birds by Amy Ehrlich





details





Page #’s 7478







Teaching point: “Today I want to teach you that it’s the very same thing with partners. When

you read with a partner, and you come to a tricky words, your partner doesn’t

elbow you aside, saying ‘Oh, I know it!’ and take away your chance to work at

it! No way! Partners cheer for each other to get strongerand help each other

do the hard work.”

"Hoy quiero enseñarles que es exactamente lo mismo con los compañeros de

lectura. Cuando ustedes leen con un compañero, y llegan a unas palabras

difíciles, su pareja no les codea por un lado, diciendo '¡Oh, yo me la sé! ", y se

llevan su ¡oportunidad de trabajar en ello! ¡De ninguna manera! Los

compañeros de lectura se animan unos a otros para hacerse más fuertes y se

ayudan unos a otros a realizar el trabajo duro."

Text: Kazam’s Birds by Amy Ehrlich


(phonemes)


words



Page #’s 7983









Teaching point: “Today I want to teach you that when partners come to the end of a book,

they don’t just throw the book aside, check off that they’ve read it, and say,

‘What’s next?’ No way! Partners decide to do something at the end of the

book. They might reread to smooth it out, or see more, or get ready to retell.”

"Hoy quiero enseñarles que cuando los compañeros de lectura llegan al final

de un libro, ellos no acaban aventando el libro a un lado, marcan que ya lo

han leído, y dicen: "¿Qué sigue?”, ¡De ninguna manera! Los compañeros de

lectura deciden hacer algo al final del libro. Puede ser que lo vuelvan a leer

para corregir algo, o ven más, o están listos para volver a contarlo."

Text: Fiction book of your choosing

Standard: RF1.4 Read with sufficient accuracy and fluency to support comprehension

RL.1.1 Ask and answer questions about key details in a text




details





Page #’s 8487

Anchor Charts

Additional

Resources







Teaching point: “Today I want to teach you that partners don’t just help each other at the

beginning, middle, and end of a book. They also help each other at the

beginning and end of a unit studybecause those units are sort of like chapters

in a person’s reading life. Partners help readers to think backward and to retell

and remember the important partsand to think ahead, setting goals.”

"Hoy quiero enseñarles que los compañeros de lectura no sólo se ayudan

entre sí en el principio, en medio y al final de un libro. También se ayudan

entre sí al principio y al final de una unidad de estudio, porque esas

unidades son una especie de capítulos en la vida de la lectura de una persona.

Los compañeros de lectura ayudan a los lectores a pensar hacia atrás y

vuelven a contar y recuerdan las partes importantes y piensan en el futuro,

estableciendo objetivos."

Text: Fiction book of your choosing

Standard: RL.1.10 With prompting and support, read prose and poetry of appropriate



complex for grade 1

Page #’s 8892

Anchor Charts

Additional

Resources

unit 1 mini lesson 1 - woodburn school district · unit of study: readers build good habits...

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