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Kindergarten October Unit 2: Readers Read, Think & Talk About Emergent Story

Unit Objective: Teach kindergartens how to read emergent story books with purpose & understanding Procedural shopping, storing, & talking about books Students approximate reading & you decide next steps using star books Partners can connect their books Emergent readers are confident & flexible Part 1 Getting Books into Childrens Hands & Assigning Partnerships Pg. 30-31 Procedural Shopping for Books During this unit children will shop for both emergent story books & second kind of book (Pg. 30) Basket of books to demonstrate how & why you chose your books Suggestion: fishbowl how to do this with two students Alice & Greta Steven J. Simmons I Went Walking Sue Williams Who Lives in a Tree?

Mentor Texts

Procedural Book Bags keep them in your own Star Book baggie. Star Books: the books you decided to pick(Pg. 30) Manipulation of book bag How to carefully put the book in & out of the bag Caring for books How to store the bag

Procedural Assigning Partners You will move children from the buddy reading arrangement into more formalized partnerships (Pg. 30): Remind children of appropriate partnership behaviors (bring out anchor chart) Suggestion: EEKK poem

RL K.5, K.11

Part 2 Readers Figure Out How to Read the Story Pg. 31-33

SL K.1a, K.6 RL K.5, K.11 Special Note: For procedural lessons consider having an anchor chart. To avoid numerous charts consider merging procedures when possible. Suggested baskets for book shopping: ABC, Color, Number (concepts), Nursery Rhymes On page 31 it is suggested that another indicator for children who are ready for conventional reading is to note their writing ability. This may be done through Interactive Writing. Fluency/Rereading Concepts of Print Cross Checking Retelling Procedural Partnership Strategy/Skill Strategy/Skill Strategy/Skill Strategy/Skill Introduce children to the Based on the CCSS As children work, help As children become more A great way to give children mechanics of partner repetitive reading leads to them solidify their control of skilled (Pg. 32): extra practice (Pg. 32): work (Pg. 33) deeper understanding & concepts of print Noticing patterns in books Choose their favorite Star This work will be ongoing: comprehension of what they (Pg.32) Book & reenact, and/or How to read together Noticing words from word read.(Pg. 31): Sweep retell walls How to work out Be sure to do this work in 1:1 Beginning/Middle/End problems in partnerships Noticing words & pictures Read Aloud & revisit for the Left to right Ways to retell: Frequent modeling using go together minilesson: fishbowl: Puppets Top to bottom Remind them how to EEKK poem Partner reread a favorite book Book position between Stuffed animal (a mentor text or them Microphone/sound like different book) Taking turns with the characters Remind how notice purpose of minilesson Create their own props something new on the second read RL K.2 RF K.4 RL K.4, RI K.4, RF K.4 RF K.1a-c SL K.1a-b, K.6, L K.6

Kindergarten October Unit 2: Readers Read, Think & Talk About Emergent Story

Part 3 Readers Can Read Emergent Story Books with a Partner - & Notice Connections Between Texts Pg. 33-35

Procedural Partnerships & Accountable Talk Teachers may spend time helping partnerships talk about the stories together (Pg. 33): Marking what children notice & want to talk about (using a tongue depressor/one post-it/ bookmark/ index card i.e. a favorite part/a confusing part/ a funny part/ a connection Midworkshop interruption: turn & talk with a partner SL K.1 a-c, K.3, K.6

Connecting Books Strategy/Skill You will teach children how to make connections within & across books (Pg. 33): Children might notice: Parts of books that are similar Parts of books that are different The same thing happens in the beginning & at the end That they are making inferences e.g. the picture tells me that RL K.3, K.7, K.10

Compare/Contrast Strategy/Skill Compare & contrast the adventures & experiences of characters in familiar stories (Pg. 34) Suggestion: Graphic organizers Role playing (drama) Model partners sounding like the characters RL K.9

Questioning Strategy/Skill talk in more detail, using textual support & clarification as they discuss (Pg. 34): Asking questions Finding answers (evidence) Confirm understanding of a text RL K.1, K.4

Special Note: You may want to use Thinking Tracks. These are teacher made book marks with a symbol at the top describing the response to the text, i.e. a heart indicates a favorite part of the story. Pinterest link: Part 4 Readers Can Invent Fun Things to Do with Stories We Know Really Well Pg. 35-36 Fluency/Rereading Strategy/Skill Model the way characters feel, voices sound, & make facial expressions & body gestures that go along with the actions & feeling of characters (Pg. 35) This can be done over a period of several days so that all students can participate in the share at the end of the Readers Workshop session. RF K.4 Special Notes: Anchor chart Read Like a Movie Star Pinterest / Pinterest link/ Sing it/Whats Next/ Word Study/ Phonics, Interactive Writing & Shared Reading Pg. 36-39 Special Note: Please refer to Fundationas for word study/phonics This is a good place to look for information to extend your minilessons. Fluency/Acting Out Stories You can also use shared reading to practice reading with character voices (Pg. 35) Ideas for doing fun things with stories they know well Puppets Tongue Depressor Puppets Students role play RF K.2

Kindergarten October Unit 2: Readers Read, Think & Talk About Emergent Story

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