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Christine DavisMetropolitan State University

Reading Workshop Lesson Plan 1

Grade Level: 1st

Lesson Topic: Readers sort through the information to determine what seems most important.

Materials: Iris and Walter and Iris and Walter: True Friends by Elissa Haden Guest

Connect: "Last week, Mrs. Snyder read some stories to you about Iris and her new friend Walter. (Review chapters 1-3 of Iris and Walter by Elissa Haden Guest) Today I will be reading the next chapter, and as I do I'm going to be thinking about what parts of the story are the most important."

Teach: "Authors give us lots of information through words and pictures. Readers sort through this information in their minds as they read to figure out what is most important. (Read pages 34-37 of Iris and Walter by Elissa Haden Guest. Pause and think aloud, modeling how to deter mine what information is most important. Continue reading pages 38-42. Stop at the end of the chapter and model thinking again.) "When I decide what information is most important, I am creating a summary of the story. When I am thinking about a summary, I think 'What information would I tell a friend about this story?' I wouldn't tell them every detail, but I would tell them the main ideas, or the most important information. In this chapter, the important information was that Iris and Walter play every day and that Iris is not sad about living in the country anymore. I don't need to add every detail about what games they played, I can just say that they played. Turn and talk to your partner about what you saw me do "

Active Engagement: "Now I am going to read you another story about Iris and Walter, and as I read, I want you to think about what information is the most important. What would you tell your partner about this story?" (Read chapter 3 from Iris and Walter True Friends; "The First Day of School") "Turn and talk to your partner about what the most important information was in that story." (Listen as the class talks. After a few minutes, call the students to attention and summarize the key points you heard being discussed.)

Link: "Today, and every time you read, think about what information in the story is most important. The author gives us many details to make the story interesting, but if you were going to tell a friend about the story, what information would they really need to understand. That is the important information. I might see you stop reading today to think for a minute about the important information in the pages you just read."

Mid-workshop teaching point: Remind the class that they are thinking about the important information that the author is telling them. Ask if anyone has paused in their reading to take a minute to think about this information. If students volunteer, have one or two share what they were thinking about.

Reading Workshop Lesson Plan 2

Grade Level: 1st

Lesson Topic: Readers pay attention to the way the character handles problems.

Materials: Peace Week in Miss Fox's Class by Eileen Spinelli

Connect: "Yesterday you presented your Venn diagrams comparing yourself to a character. We were looking for ways that the characters were like us or different from us. We also thought about situations the characters were in, and whether we had ever been in a situation like that. Another way to think about characters is to notice the ways they solve problems. That is what we will talk about today." (Point to the chart) "Readers pay attention to the way the character handles problems."

Teach: "I am going to read you a story called Peace Week in Miss Fox's Class. In this story, a teacher and her class have many problems getting along. I am going to show you what I think about when I read, and then you will have a chance to think about some of the ways the students solve their problems." (Read Peace Week in Miss Fox's Class. Pause at certain parts and think aloud about the problems the characters are facing. Page 4 - the teacher's problem and how she solved it. Page 6 - Squirrel's problem/solution. Page 10 - Bunny's problem/solution. Read on until page 22.)

Active Engagement:  "Turn and talk to your partner about what Little Bear's problem was and how he solved it." (After a minute, recap what was said.) "I heard someone say… " "Now I will continue reading about the next situation, and I want you to think about the problem and how it was solved." (Read on to page 26.) "Turn and talk to your partner about what Raccoon's problem was and how she solved it." (Recap what was said. Finish the story.)

Link: "Today and every day, when you are reading you can think about the problems the characters in the story are facing and you can notice how they solve those problems. This is a strategy that will help you understand your stories and your characters better. It can also help you in your own life. If you like the way the character solved the problem, you can remember that if you are ever in the same situation. You might have a problem with someone on the playground, and you can think, 'I remember when the students in Miss Fox's class solved their problems by doing something nice. I think I will try that, too.' The characters in our stories can teach us things about real life. Sometime during Independent Reading today I will ask you to stop and share one of the problems your character is facing, and how he or she solved it."

Mid workshop teaching point: Ask for volunteers to share the problem their character faced and how it was solved.

Reading Workshop Lesson Plan 3

Grade Level: 1st

Lesson Topic: If we admire a character we can think of ways we can be like the character.

Materials: Jamaica's Find by Juanita Havill; Character chart

Connect: "Yesterday, I told you that readers pay attention to the way the characters handle problems. If we like the way a character solves a problem, we could say we admire the way they solve their problems. If you admire someone, it means you want to be like that person. Today we are going to think about characters we admire, and think of ways we could be like those characters." (Point to the character chart.) "When readers admire a character, they think of ways they can be like that character."

Teach: "Do you remember the book Jamaica Tagalong? In that story, we were introduced to the character Jamaica. I remember that she was nice to the little boy in the story and played with him. I admire Jamaica for being nice to a younger child, even after her older brother was not nice to her. Today I am going to read you another story about Jamaica, called Jamaica's Find. I think we will find other things to admire about her in this story. We already know she is nice, now listen and see if you notice anything else about her to admire." (Read the story Jamaica's Find.) "I noticed in this story that Jamaica is honest; she returns the dog even though she really wanted to keep it. I admire that about her, and it makes me think that I should be like her and be honest, too."

Active Engagement: "Turn and tell your partner something else you noticed about Jamaica that you admire." (Allow a few minutes for conversation. Recap what was said. Key ideas are: She is friendly because she played with the little girl at the park; she is helpful because she helped the girl find her stuffed dog.) "Who thinks they can be nice, friendly, honest, and helpful like Jamaica? I hope we all admire Jamaica, and try to be like her."

Link: Today, and every time you read, think about the character in your book and decide if you admire that character and want to be like them. You might not admire every character. Yesterday Roderick shared with us one of the characters he was reading about, a mouse who was always doing naughty things. You would not admire that character. So your job today is to decide if you admire your character or you don't. I will be stopping you at some point during your Independent Reading to ask for volunteers to share whether they admire the character they are reading about, and tell us why or why not." (Ask one or two students to repeat what their job is for today. Make sure everyone understands the job before they leave to read.)

Mid workshop teaching point: Ask for volunteers to share whether they admire their character and why or why not.

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