First Grade February: Unit Five: We can be our own teachers when we work hard to figure out words

Unit Objective: SWBAT to take charge of their own reading by becoming their own teachers, solving their own reading dilemmas by drawing on the tools and strategies theyve learned. SWBAT monitor and clarify their reading by using word attack strategies that they have learned. SWBAT work with partners and teach each other how to monitor their reading. SWBAT perform their books using all the rereading skills they have learned. Part 1: Strategy Skill Strategy Skill Readers use Monitoring Monitoring everything we Today I want to you that we Today I want to teach you that know about have so many strategies to even when our reading isnt reading to get read tricky words. Lets take tricky we must be sure to through the hard a look at all of our strategies. check in with our self. parts-we can look As we read new and heard It is important to make sure in our toolkits and books we need to return to the what we think is right really is think strategies we know for help. right. Pg. 87/95 What else can I We will need to use more than I read a little, I reread the try? one strategy to figure out the page and think: hard word pg. 87/95 Does this make sense? Use tool kit Does this fit in with the What else can I try? story What will help me read If so I move on, if not I this book? fix it Caution: pg. 87 This part will Think about what fits in be less about teaching new with the story and use print strategies and more what they know about about helping readers use all words and words they know about monitor, patterns search, cross check and Note: Phonics will only work application of word study. when used with other RF1.3, 1.4 sources of knowledge RF1.4

Mentor Texts:

Strategy Skill Prediction Today I want to teach you that sometimes we get into the middle of the book and we worry that the next page will just be too hard. When this happens we should pause a moment and say what we think is coming next and then use the story we have read and the pictures to storyteller what will happen next. Pg. 87 /95 Teach children to story tell a page of the book by looking at the picture and thinking about what is happening in the book before trying to read the words. RL1.1, 1.7 RI 1.1, 1.7

Strategy Skill Self-Monitoring Today I want to teach you that as we are reading and when we are unsure we experience a feeling and that is when we have to check in and fix it. Teach students to identify their uncertainty: pg. 88/95 Pause Thinking huh? This pausing and questioning on the students part is the beginning of the selfmonitoring of reading

Strategy Skill Word Attack Today I want to teach you that not only can you look at the first part of words, but you can also look at the last part of words. Pg. 89/96 Focus on looking at frequently occurring root words and their inflectional forms (i.e. looks, looked, looking) pg. 88 Does that look right? Does it sound right? Does it make sense?

RF1.4 RL1.1, RI1.1 RF 1.3

First Grade February: Unit Five: We can be our own teachers when we work hard to figure out words

Part 1: Continued Readers use everything we know about reading to get through the hard parts-we can look in our toolkits and think What else can I try?

Strategy Skill Word Attack Today I want to teach you that as we read and we cannot figure out the word we need to remember to skip it and try another word that could make sense in the story. We must keep reading so we can try another word and then later on check to see if we were correct. Pg. 96 Use post-it to mark a spot where student had to try another word Share with a partner later to make sure understanding was accurate Use sentence level context as a clue to the meaning of a word (pg. 88) Skippy Scott RF 1.3

Strategy Skill Monitoring Today I want to teach you that sometimes as we are reading, the parts can become confusing. All of a sudden there can be a new character, or everyone is in a new place. When we come to this confusing part we need to pause and retell what weve read to make sure it makes sense. Five finger retell Who is book about? What is problem? Where is story taking place?

Strategy Skill Word Attack Today I want to teach you that sometimes we may know a word, but havent seen it before. We look at the first part of the word and then we think to ourselves What are all of the words that that word might be. P.96 Make a good guess Does it make sense Is it a good fit with what is happening?

RF 1.4 RF 1.4, RL 1.2

First Grade February: Unit Five: We can be our own teachers when we work hard to figure out words

Part 2: Readers smooth out the rough parts-after we make sure our reading looks right, sounds right, and makes sense, we reread to put it all back together

Strategy Skill Fluency As good readers, weve been working on getting through the hard parts and making sure our reading makes sense. Today I want to teach you that it is also important to reread to make our reading sound smooth. P.90, 96 Model reading monotone as compared to reading like you are talking (smooth). Encourage students to reread a second time knowing all the words to practice fluency. Students will practice reading more smoothly using their just right books RF 1.4

Strategy Skill Rereading/Monitoring Today I want to teach you that even after all that hard work, readers often go back and reread the whole book so they can learn and enjoy! P. 9091, 96 Model how we dont want to read like a robot and just get through the book only paying attention to the words. Readers reread to care about the information you are getting from the story. Focus more on the characters in the story Rereading for enjoyment Students can stop and jot at various parts of the text to tell whats happening RF 1.4, RL 1.2

Procedural Partners as Teachers/Rereading Readers share books with our friends by telling them about the story. Today I want to teach you ways you can reread to your partner and help each other to read smoothly. p. 91, 97 Teacher can model how to reread to a partner using appropriate partner talk and help. Possible anchor chart of accountable talk ex: I like how you, next time remember toyou may want to try.. Retell story to your partner Read the parts we love so they can hear what made us laugh or smile Partners can help us read more smoothly by telling us if something sound not quite right

Strategy Skill Listening Comprehension Today I want to teach you that reading partners have very important jobs to do. We have to be good listeners and really think about the story that our partner is reading to us. We can help each other figure out whats happening in the story together. P 97 Partners ask: Model how when you are listening to a story you ask yourself does this make sense?, do I understand what is happening? If notwe ask our partner to stop reading , and then we figure out whats happening in the story together. Possible questions: What are the characters doing? Where is this happening? What is the problem?

Strategy Skill Partners as Teachers/Fluency Today I want to teach you that reading partners can remind each other to do our very best smooth reading. We can say to our partner: p. 97 Why dont you go back and read that part again? Lets reread and make our voices really smooth

SL 1.3, RF 1.4

SL 1.3, RL 1.1 RF 1.4

First Grade February: Unit Five: We can be our own teachers when we work hard to figure out words

Part 3: Readers can show off our reading

Strategy Skill Rereading Readers can perform our reading for our friends and loved ones. Today I want to teach you that we can get ready for our reading performances by rereading, revising the way we read, and choosing a way that sounds best for our audience. P. 97 Model how readers can practice their reading by rereading in different ways to see which ones sound best. For example reading faster, slower, with more expression, using character voice etc Students can practice reading to a partner. Partners can help decide which way sounds best. RF 1.4

Procedure Book Choice Readers can choose someone to read to and then pick a book that we know that person will love to hear. Today I want to teach you that we can think about all the things a person likes, and try to find a book that matches that person. P.97 Revisit your Just Right Book anchor chart. Think aloud how to use the chart to consider the interests of the person you have chosen to read to in order to find a just right book for them to enjoy. Have students browse through book bins and use the chart to find a just right book for the person they are reading to and then practice reading it. RL 1.11

Strategy Skill Reading with Emotion Readers practice reading their books so that it not only sounds smooth but has feeling in it. Today I want to teach you how readers can think about parts of their books that make us feel something and we can try to show those feelings with our faces and voice. P.97 Model how to perform the parts of a book that have a strong feeling. Use character voice and facial expressions to match the feelings in the book. Possible Anchor chart of character feelings and expressions. Have students practice performing these parts of their books with a partner. RL 1.11, SL 1.4

Procedures Coaching Our Partners Readers can help each other make our reading great. Today I want to teach you how we can coach our reading partners as they read. P. 97 Revisit partner accountable talk anchor charts. Model how partners can coach each other to read more slowly, faster, with more expression, etc. Possible prompts: I like how you, next time remember toyou may want to try.. RF 1.4, SL 1.1, 1.3

Special Notes: Running records 86 Use of big books pg 89 High frequency words 89 ELL consideration- vowel sounds p. 89 Specific language about words and standards: Multiple meaning .pg 88 L1.4 Note depths of knowledge Note- remember patterns in books are evolving as levels are now higher. Think about other word patterns i.e. vowel teams, r control vowels

First Grade February: Unit Five: We can be our own teachers when we work hard to figure out words

First Grade February: Unit Five: We can be our own teachers when we work hard to figure out words