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Students will be able to demonstrate the routines of reader's workshop through shared participation.
- Gather students to the rug.
- Introduce the focus of today's lesson by holding up a familiar read aloud text and saying, "This is such a great story! I really love to read. When I am trying to decide what to read, I think about a few different things."
- Ask the students to turn to a partner and share what things they think about when choosing a book to read.
- Share out ideas and record them on the board or chart paper (e.g., cover, title, characters, long or short).
- Explain that today you will be learning about a new classroom routine (the order or way we do a certain activity) called reader's workshop.
- Provide sentence frames for students to use during the turn and talk. For example, "I think about ____ when I look for a book."
- Provide sentence starters for students to use during the turn and talk. For example, "I think about ____."
- Check that students are familiar with routines, and give examples of other routines you do in the classroom.
Explicit Instruction/Teacher modeling(5 minutes)
- Tell students that the purpose of reader's workshop is to practice their reading skills and build their reading stamina.
- Define stamina as the length of time you spend doing something. Model stamina by holding up a book and playing with it vs. reading it. Then, show how you can become engrossed in the book. Discuss the difference. Explain that stamina is something that you have to build.
- Model the different ways to read a book (reading the pictures, reading the words, listening to someone else read) and explain that all of these ways are considered reading.
- Explain that during reader's workshop, students will learn a new skill, practice their new skill alone and with a partner, and then come back together to share with the group.
- Use a variety of examples to define stamina (e.g., running a long race, swimming).
- Have students come up and act out the different ways to read a book with you.
- Have students turn and talk to to share with a partner what the three things they will do during reader's workshop.
Guided Practice(10 minutes)
- Pair students up together on the rug and pass out one book to each pair. Have the pairs do a picture walk and discuss the book together.
- Ask each pair to share out one thing they liked about their books. Have them share if they would recommend it to others? Why or why not?
- Create a class anchor chart that illustrates the different ways to read a book (using student input).
- Create a class anchor chart that illustrates what reader's workshop looks like and sounds like (e.g., looks like students reading quietly, students engaged with their books in one spot, students quietly sounding out words or sharing their book with a friend).
- Pair students with a partner who speaks the same home language (L1) for the turn and talk.
- Provide sentence frames for students to utilize to share their thinking.
- Use pictures as well as words when creating the classroom anchor chart.
Independent working time(15 minutes)
- Send students either back to their desks/tables or around the room.
- Place book bins on each table and have students spend time "reading" several books.
- Pause mid-way through and have them turn to their partner and share about their books.
- Pre-pick books that contain familiar material or imagery to students.
- Provide sentence starters for students to use during the turn and talk. For example, "I like this book because ____."
- Choose specific books for students to use during the independent portion of the lesson.
- For advanced students or those ready for a greater challenge, have them choose additional books to read from the classroom library.
- Have students create a poster outlining why they would/would not recommend a book to a peer.
- Assess if students are able to choose one of the ways to read a book during the independent work portion of the lesson.
- Walk around and informally assess which students are reading the words and which are reading using pictures.
- Listen to students as they read to see if they are able to connect the story with the matching illustrations.
- Ask students to share aloud with you what their book is about.
Review and closing(5 minutes)
- Gather the class back together and celebrate a successful first reader's workshop!
- Review the elements of reader's workshop using the anchor charts as a reference.
- If time allows, have a few students share out about the book they read.
- Have students review the different parts of reader's workshop with a peer.
- Provide sentence stems for students to use as they share aloud.