September+plans

Week One:
Practice independent reading with browsing books, share with a partner a book you liked, and make a list of recommendations from the class (most days) Talk about public presentation and characteristics of good presenting Practice the Pledge and reading the Community Meeting emcee pages in pairs [|Community Meeting wrie up.doc] Learn turn-and-talk routine and practice listening to and remembering what your partner says Introduce Readers Response in the reading notebook. Write about your favorite part of a read-aloud (such as the Name Jar). Begin to read a chapter book at level I or J out loud to build enthusiasm and excitement.
 * go over where we keep books, how they are organized, voice level
 * have students demonstrate and others list what they did well
 * begin with an easy question, like "what is your favorite food?" Then use your favorite part of a read-aloud.
 * Share and critique readers' responses and begin a list of "what makes an excellent readers' response"

Week Two:
Learn how to pick independent reading books and practice independent reading with leveled books Practice turn-and-talk about your favorite part of your independent reading book, and remember what your partner said Readers' responses about your favorite part of an independent reading book More critique and sharing of readers' responses and adding to the list of characteristics of excellent readers' responses Begin review of text-to-self connections with a read-aloud ("The part when... makes me think about ..") Use for readers' responses. Practice turn-and-talk with a text-to-self from your independent reading book (mark with a sticky as you read, then share?). Stress remembering what your partner said.

Week Three:
Monday: Teach Word Ladder routine for sight words; practice it; independent reading; turn-and-talk from ind. rdg. book (text-to-self) Tuesday: Do Word Ladder activity again; work on reader response from last week (making it excellent); independent reading Wednesday: During Read-Aloud, practice text-to-self connections and start to talk about how they help you understand something about the characters; Teach Look, Say, Cover, Write, Check; independent reading; finish old reader response or start a new text-to-self from ind. rdg. book? Thursday: During Read-aloud, focus on what you can write about books (begin a list, with text-to-self connections on it); independent reading; turn-and-talk with partner about text-to-self; reader response about read-aloud

Things we can write about books:


 * I read __Title__ by __Author__.
 * It is a book about (main idea / characters).
 * The characters in the book are...
 * The part when (text) made me think about (self).
 * My favorite part is
 * It was funny when
 * It made me feel .... when ...
 * I didn't like the part when ...
 * I was surprised when...
 * The when (text) made me think about (another text)
 * The character was ... I could tell because (evidence)
 * I noticed the author...
 * The illustrations...
 * I really liked the words ....
 * I could really visualize the part when ..

Week Four:
Monday: Teach how to choose your sight words; choose words; do independent reading; finish reader responses Tuesday: Do predictions / evidence assessment. Read part of an unfamiliar story, have students complete worksheet of prediction and why they think that. End with independent reading and sharing of recommendations. Wednesday: Review Readers' Workshop expectations. Quiet, focused work; reading and thinking about what you are reading; how to do Look, Say, Cover, Write, Check. Students do LSCWC, finish prediction sheet from yesterday, and do independent reading. Thursday: Teach how to do good independent reading. Good independent readers think about the book, they make predictions, they make connections, they ask questions... students practice one on a sticky note.