Establishing+Reading+&+Writing+Workshop

=Unit Objective:=

This introductory unit will establish the readers’/writers’ workshop and provide time for teachers to establish procedures and routines for the year. Students will be introduced to reading and writing strategies. Although the focus of the unit is fiction, the expectation is for teachers to share a wide variety of genres with student. Teachers should incorporate a wide variety of developmentally appropriate texts into class discussions and lessons. The teacher will model strategies to guide students in becoming more proficient readers, writers, listeners, and speakers. Students will begin to form the habits of good readers and writers and make use of modeled tools to read, interpret, and respond to texts

=Required Lessons:=

Required IPICK lesson. Please click on link below for detailed lesson plans. = "I Pick" Lesson =
 * (TEKS 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.5A, 1.12A)**

[]



Here are some cute ideas for other "I Pick" charts



=Word Study Alternative:=

=Weekly Pacing:= __**Week 1:**__ First week of reading workshop, students will learn what a workshop looks like and sounds like (structure, materials, stamina); teachers will co-create an anchor chart with students on “What Reading Workshop Looks Like/Sounds Like”; students will have time to practice reading workshop expectations with teacher guidance; students will learn different strategies for reading a book: reading pictures, reading words, and retelling; teachers should provide daily opportunities for students to listen to and discuss fiction.
 * Reading – **

The first week of writing workshop, students will learn what a workshop looks like and sounds like (structure, materials, finished work, stamina); teachers will model and students will practice strategies for generating, storytelling, planning and writing personal experiences; teachers will model stretching words and using spacing.
 * Writing – **

__**Week 2:**__ Teachers will continue to review the expectations of reading workshop and focus on partner reading and strategies for talking about texts; t eacher will co-create an anchor chart with students this week listing the different ways partners can read together; students will begin to learn decoding and comprehension strategies; teachers should provide daily opportunities for students to listen to and discuss fiction; teachers will begin holding short focused reading conferences with students.
 * Reading – **

In writing workshop, continue to review expectations and procedures; teachers will continue to model planning strategies such as storytelling and planning across the page and zooming in on the topic, etc.; students will also apply strategies to stretch words; teachers will begin writing conferences with students.
 * Writing – **

__**Week 3:**__ Continue to review the expectations of a reading workshop; readers will also be introduced to picking just right books; teacher will co-construct an anchor chart with students on picking just right books; this week focus on reading fiction, discussing story plots, and retelling stories using sequence of beginning, middle, and end; teachers should provide daily opportunities for students to listen to and discuss fiction; this week,teachers should provide the opportunity for the students to view and discuss sound and movement used in media literacy.
 * Reading – **

In writing workshop, continue to review expectations and procedures; writers will learn how to talk about their writing with partners and go back into their pieces for basic revision.
 * Writing – **

__**Week 4:**__ Continue to review and practice expectations while reinforcing strategies taught during first 3 weeks; continue reading fiction, talking about story plots, retelling, and paying attention to character actions and feelings; students can be introduced to strategies for responding to text (e.g. using blank sticky notes to flag thinking, introducing “toolkit”, etc.); teachers should begin pulling students into small groups for guided reading instruction; teachers should provide daily opportunities for students to listen to and discuss fiction.
 * Reading – **

In writing workshop, continue to review expectations and procedures; writers continue to learn ways to talk with their partners and go back into their pieces for basic revision and editing.
 * Writing – **

Please click on the link below for a book list for this unit.



=Ideas and Suggestions for Mini Lessons:=

Lesson #1
Discuss with students that in first grade, they will be authors each and every day during Writer's Workshop and how you will start each day with a very important Writers Meeting (this is the time for a 10 to 15 minute writing mini lesson). After this, they will be dismissed to independently write while you conference with students on their writing. For today's writers meeting, you will be looking at the very special tools each author must use in order to write.

IDEA: Have toolbox with various tools like hammer, wrench, measuring tape, etc. as well as the various writing tools like sound card, writing folder, Draft Book, pencil ,eraser, etc. Ask students to tell you what they think you have (the toolbox) and why you have it. Pull out the tools and ask students what they are and what their purpose is. Pull out writing tools and discuss how writers need tools too.

Introduce writing tools one by one, and create an anchor chart for reference if necessary.

Ask probing questions about tools like "Why would you need a dictionary? What do all these words mean? Why would you need them?"

Let students explore their tools as well.

IDEA: tie ribbon through hole in back of Draft Book to use as a place marker and have the place marker as a tool so writer's know where they left off.

Lesson #2
Read aloud another writing book, preferably one that focuses more on WHAT to write/topics.
 * (TEKS 1.1A, 1.1B, 1.1C, 1.1D, 1.1E, 1.1F, 1.17A)**

Create "What Can I Write About" anchor chart. Here is an example. Have students brainstorm what topics writers can write about.

Discuss how we all have different experiences and different things that we can write about that are important to us, things that we have done, places we've been, and experiences that we've had. Refer back to the character(s) in your read aloud. Will the students be writing the same things as this character? Why or why not? Introduce and model creating "Writing From My Heart" for use for students to use for thinking of writing topics. Students will create this Heart Map to laminate and keep in their Draft Books to use to pick topics for personal narrative pieces.

Here a some examples: Model how students will create their maps. Be sure to review writing tools to help students will spelling and writing.

Have students use the next 2 Writer's Workshops to complete their hearts and share on document camera.

Use this template for the heart maps: []

Lesson #3
Review Writing Workshop Tools and their purpose. Ask probing questions whole group as you go through each tool pertaining to purpose of each tool and when they should use it.
 * (TEKs 1.17A)**

Discuss as a class what Writier's Workshop will look like including noise level, what students should look like, and what teacher should look like during this time. Make a T-chart listing what "student should look like" and what "teacher should look like".

__**Here are some great tools to have for teacher for Writers Conferences for meeting with each student:**__

__**Grouping:**__





Anecdotal Notes:





Practice leaving the carpet and going to seats quietly.

Practice how tools should be taken out and used and what is the correct way to use them.

Model and discuss the correct and incorrect way to sit, use their Heart Maps to pick a topic, and to write. Model on document camera how to set up a page in notebook correctly and incorrectly (sloppy, etc.) and discuss which is the best way and why. Then have students practice cleaning up and using journal markers (if using) to keep place.

Lesson #4
Present various writing samples to the class using document camera.
 * (TEKS: 1.21A, 1.21B, 1.21C)**



Ask students what they notice about the writing, letter formation, handwriting, neatness, etc. Ask students "How can someone be a better writer?"

Show students various levels of work and talk about what is different between the samples. Be certain to talk about how good writing uses letters, spacing, etc.

Continue to show various levels of writing samples and asking the probing questions. You can also make a anchor chart of "what good writing looks likes".

Students will then go to their seats and teacher will model how a page in their draft book should look on document camera. Students will then write their first page so teacher can later use to evaulate the students current writing skills and level.

= =

Lesson #5
Review writing tools and their purpose.
 * (TEKs 1.17A, 1.17B, 1.17C, 1.18A)**

Review how to set up a page in draft book/what good writing looks like.

Today's focus is on choosing an appropriate topic, sketching and labeling their picture plan, and starting their writing. Be sure to refer back to their heart for a personal narrative topic.

Here is a link to Lucy Calkins lesson for this focus:

After lesson, have students set up their first piece in their draft books and sketch and label their plans. At the end of Writer's Workshop, they will share their picture and buddy check to see if they have appropriate and enough labels.

Lesson #6
Focus on what to do when "I'm done!"
 * (TEKS: 1.21A, 1.21B, 1.21C)**

Review how we pick a good, appropriate topic.

Review how we set up our pieces in our Draft Books, sketch, and label our picture plans.

Here is a Lucy Calkins lesson for what students should do when they are done with a piece.



Use this "Add more to my picture, add more to my words, start a new piece" with this rubric for students to "grade" their pieces. If their piece looks like 1, 2, or 3, what should they add? When their piece looks like 4, they are ready to start a new piece.



Have students take out their piece from yesterday and with a buddy or individually have students use rubric chart to determine where their current piece is and how to make it better.

Have students then have independent writing time to either add more to their piece to get to a 4 or start a new piece if they are at a 4.

Lesson #7
Lucy Calkins Lesson 7: Focus on Stretching Out Words
 * (TEKS: 1.21A, 1.21B, 1.21C)**

Lesson #8
Lucy Calkins Lesson 8: Focus on Stretching Out Words Cnt.
 * (TEKS: 1.21A, 1.21B, 1.21C)**

= =

Lesson #9
Lucy Calkins Lesson 9: Focus on Doing the Best You Can and Moving On
 * (TEKS: 1.21A, 1.21B, 1.21C)**

Lesson #10
Review Writer's Workshop Expectations and Tools and what you have learned about Writer's Workshop so far (rubric, what to do when done, setting up piece, labeling, etc.)
 * (TEKs 1.18A, 1.17A, 1.17E)**

Discuss //why// writer's write using essential questions.

Create "Why Writer's Write" Anchor Chart. Here is an example:
 * [[image:http://media-cache4.pinterest.com/upload/84653667966130045_XRVgKLen_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||

Encourage students to think of why they are writing a piece when they start and refer back to chart.

Dismiss for Writer's Workshop (Independent Writing and Conferences)

Lesson #11
Introducing Genres: Lucy Calkins Lesson 13: Focus on Different Types of Writing/Genre Choices
 * (TEKs 1.18A, 1.17A, 1.17E)**
 * [|Details]
 * [[file:tve1stgradela/SCN_0001.pdf|Download]]
 * 255 KB

Dismiss for Writer's Workshop (Independent Writing and Conferences)

Lesson #12
Continuing Genres: Luck Calkins 14: Focus on Different Types of Writing
 * (TEKs 1.18A, 1.17A, 1.17E)**


 * [|Details]
 * [[file:tve1stgradela/SCN_0002.pdf|Download]]
 * 4 MB

Dismiss for Writer's Workshop (Independent Writing and Conferences)


 * IDEA:** You may want to create this Types of Writing board for your classroom and add new genres/types of writing as we learn about them (poems will be in the next unit).

Here are a few examples:
 * [[image:http://media-cache2.pinterest.com/upload/160018592979504971_8UePS2B5_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||


 * [[image:http://media-cache-lt0.pinterest.com/upload/179862578838170439_1kkyqOoI_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||


 * [[image:http://media-cache7.pinterest.com/upload/121597258659455663_jdAEUEFp_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||

Lesson #13
Discuss how you are going to look at an author's published book and how they wrote their story by dividing it into 3 parts: a beginning, middle, and end.
 * (TEKs 1.9A and 1.18A, 1.17A, 1.17B)**

Choose a good read aloud book for this lesson and read.

Have students retell the story, dividing it into the 3 distinct parts of beginning, middle, and end and how they deteremined which parts were the beginning, which were the middle, and which were the end.

You could have little roller coaster carts prewritten with each part on it and ask the students to help you put the carts on the roller coaster track in the order of BME and discuss how they determined how they determined each carts placement and why the story retell doesn't make sense if you start with the middle cart, etc.

Discuss with students how a beginning, middle, and end is distinct and has parts, similar to a roller coaster, empaahsizing key words like SUMMARY, FIRST, NEXT or THEN, and LAST or FINALLY.

Here is an example of a great anchor chart.
 * [[image:http://media-cache0.pinterest.com/upload/248120260689965513_jfg2vGH6_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||

Dismiss for Writer's Workshop (Independent Writing and Conferences)

‍Lesson #14
Review how we read an author's published story and how a good writer writes pieces with a distinct beginning, middle, and end and how important it is to have these parts in the correct order in order for it to make sense to the reader. Tell students that "we are now going to write our own stories with a beginning, middle, and end" just like our mentor author.
 * (TEKs 1.9A and 1.18A, 1.17A, 1.17B)**

Model how to write a three part picture plan in their Draft Books, labeling each box "B" "M" "E" for the 3 different parts. Model thinking aloud of a topic and thinking aloud of what happened, first, next, and finally. Sketch and label your picture plan. Model referring back to your picture plan to write a personal narrative with a clear beginning, middle, and end.

Encorage the students that when they are ready to start a new piece for the day (they have a 4 on the rubric) that they try to write a piece using a 3-part picture plan.

Dismiss for Writer's Workshop (Independent Writing and Conferences)

Lesson #15
Introuction to punctuation. Discuss with students what they already know about punctuation, talk about what types of punctuation they have seen and what they think they help do when reading. (Refer to the essential questions for more topic discussions)
 * (TEKs 1.21A, 1.21B, 1.21C, 1.18A)**

Read aloud a punctuation book such as "Punctuation Celebration" or "Punctuation takes a Vacation".


 * [[image:http://ecx.images-amazon.com/images/I/51YL%2BF8vDoL._SL500_AA300_.jpg caption="Punctuation Takes a Vacation [PUNCTUATION TAKES A VACA]" link="@http://www.amazon.com/gp/product/images/B0029OXL3I/ref=dp_image_0?ie=UTF8&n=283155&s=books"]] ||
 * Punctuation Takes a Vacation [PUNCTUATION TAKES A VACA] ||


 * [[image:http://ecx.images-amazon.com/images/I/51ZCYV25ZGL._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_.jpg caption="Good for emphasizing how to read/use ? and !"]] ||
 * Good for emphasizing how to read/use ? and ! ||


 * [[image:http://ecx.images-amazon.com/images/I/518jBpv7z3L._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_.jpg caption="Punctuation Celebration"]] ||
 * Punctuation Celebration ||

//**Here is packet of lesson plan ideas that use "Punctuation People" to accompany this book. See Tasha and she will give you this packet because it is too large to link.**// Create a punctuation anchor chart with a comma, period, exclamation point, and question mark. Discuss when is the appropriate time to use these...when you want to the reader to...

Here are some examples:
 * [[image:http://media-cache3.pinterest.com/upload/266838346642056341_CQ6KUbwF_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||


 * [[image:http://media-cache7.pinterest.com/upload/62628251037740283_Pwz7v2ku_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||

Have a **prewritten** personal narrative piece on chart paper with no punctuation. Ask students what is missing. Have them stand and read the piece aloud while standing on one leg. They get to put their leg down when you stop. Because there is no punctuation they will not be able to balance themselves. Ask them what is hard about reading a piece without any punctuation.

Have students help add the missing puncution using a shared pen. Talk about how the puncuation changes the way you read and read the story again with punctuation and talk about the difference it makes.

Encourage students to go look at their pieces are read them to themselves. Is it hard to read? Is there punctuation on vacation? Did they use the correct type of punctuation? You can even have a few volunteers show their pieces on the document camera and read their piece as a class.

Dismiss for Writer's Workshop (Independent Writing and Conferences)

Lesson #16
Review how a good writer writes pieces with a clear beginning, middle, and end and how important it is to write these parts in the correct order.
 * (TEKs 1.9A and 1.18A, 1.17A, 1.17B)**

Have a piece with a 3-part picture plan completed for a sample. Model taking your piece and checking it with the rubric. Model how when it matches the piece in the "4" area, then you are ready to start a new piece.

Model thinking of a new topic, thinking of the B,M,E, of your piece, sketching your 3-part picture plan, and writing.

Dismiss for Writer's Workshop (Independent Writing and Conferences)

Lesson #17
Lucy Calkins Lesson 15 &16 with focus on revising and editing.
 * (TEKs 1.18A, 1.17A, 1.17B, 1.7C)**

IDEA: You may want to create a simple anchor chart with THE WRITING PROCESS: start by thinking of a topic, sketching a picture plan and writing a draft, and then REVISING and EDITING so that students are introduced to these writing terms and understand what step they are in the writing process.


 * [|Details]
 * [[file:tve1stgradela/Session 15.docx|Download]]
 * 28 KB


 * [|Details]
 * [[file:tve1stgradela/Session 16.docx|Download]]
 * 28 KB

Lesson #18
This activity is for students to independently practice using the different punctuation they learned in fun activities.
 * (TEKs 1.21A, 1.21B, 1.21C)**

Review with students your punctuation anchor chart, the name and use of each type of punctuation, and why punctuation is so important. Explain to students that you are going to test their punctuation skills with a little PUNCTUATION BOOTCAMP! You can even have some sort of prize/stamp/badge for each activity they complete correctly or make it a point system. Have fun! __Punctuation Bootcamp.__ Introduce students to the three independent punctuation activites: 1.Sentences on sentence strips, puncutuation on laminated band aids students have to fix up the sentences by placing the right punctuation on the sentence strip.

Here is an example:
 * [[image:http://media-cache2.pinterest.com/upload/85990674105363146_ycBHjQYQ_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||

2. Scavenger hunt. Using the Journey Readers students have to find periods, question marks and exclamation points and keep a tally.
 * [[image:http://media-cache1.pinterest.com/upload/171559067025364780_SWSFB1jE_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||

3. Punctuation sort. Here is an idea someone used with flowers but you can think of something simpler using popsicle sticks
 * [[image:http://media-cache-lt0.pinterest.com/upload/111956740706145533_4aJgo0uF_b.jpg caption="Put sentences on the craft sticks to have the kids sort them by punctuation mark...or I could use these for multiplication and just have a pot for each multiplication table..."]] ||
 * Put sentences on the craft sticks to have the kids sort them by punctuation mark...or I could use these for multiplication and just have a pot for each multiplication table... ||


 * [[image:http://media-cache5.pinterest.com/upload/253468285248346205_MGaeYnNC_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||

=__Reading Mini Lessons__=

Lesson #1
IDEA: Here are a few good resources for establishing your Reader's Workshop.

Create a Reading Rubric, similar to the one below to set expectations of what students should look like when reading independently.

This book is good to go with Daily 5 and discussing independent reading.

Here is the link to a teacher's blog with the activities she uses with this book: []

Lesson #2
Model picking a book using IPICK chart and do Story Map Lesson.
 * (TEKS: 1.9A)**

Show a map and ask students what it is and what its purpose is. Discuss that good readers use maps to to help them comprehend what they read. Have a book that you have chosen using the IPICK chart. Have stickys with "X" on each and a large story map on chart/butcher paper. Discuss each part of the map and what you are searching in the book for your map.

Read aloud the book and as you find a piece for your map, stick an "X" sticky note to "mark the spot." Then, model how you would write/complete the map.

//**Be sure to model how to pick an appropriate book for a story map. For example: a non fiction book about sharks would not have a problem and solution where as a Mo Williems book would.**//

Have students work in table groups to read easy read books and use "X" sticky notes to find each part for their story map, then complete a large story map on chart/butcher paper, and share with group.

Have students individually choose a book and independently complete a story map.



IDEA: You can have lots of fun with this and be pirates making maps and finding the treasures in the books! :-)

Lesson #3
Focus- Character's Actions and Feelings
 * (TEKS: 1.9A, 1.9B)**

Model picking a book using IPICK chart and explain to students that they are focusing on the character in the story and how that character is feeling and why the character does what he/she does. Discuss how characters can be humans, animals, or objects.

Model completing a large "character trading card" (template is linked below) focusing on the character's actions and feels, referring to text to explain these things.

Noted: encourage students NOT to use one word answers like "He was happy." They need to justify their answers. "He was happy because his friend shared his toy with him in the story."

Here is a cute example for Gloria and Officer Buckle.





Lesson #4
Focus on Introduction to Inferencing: To kick off inferencing, we started out using Abby’s Snow Day Case Files.
 * (TEKs 1.4A and 1.4B and 1.6C and 1.6D)**

All details for this lesson as well as other follow-up, enrichment activities are included in this kit. Here is an example of what each investigative kit looked like. You can purchase it on Teacher Pay Teacher:
 * [[image:http://lh6.ggpht.com/-UQqafK2ryE0/TxdBncwRdwI/AAAAAAAAXi8/ThiOpWjeBYQ/s1600/david8%25255B5%25255D.jpg]] ||

Lesson #5
Inferencing Lesson, follow up from introduction from last week. []
 * (TEKs 1.4A and 1.4B and 1.6C and 1.6D)**
 * Visit this website for details and pictures of this lesson. It will be in many parts over this unit because of it's length.

Read No David!, David Goes to School, and David Gets in Trouble by David Shannon. These are available in the Literacy Library.


 * [[image:http://lh6.ggpht.com/-9__8yQ7nSxw/TmAeUd-syPI/AAAAAAAAUA4/i734Jf4it4I/1062516_thumb.jpg?imgmax=800 caption="1062516" link="http://lh5.ggpht.com/-D1geam6wE5A/TmAeUPr89HI/AAAAAAAAUA0/mJ8sBrTGUhE/s1600-h/1062516%25255B2%25255D.jpg"]] ||
 * 1062516 ||


 * [[image:http://lh4.ggpht.com/-MGPpTAuGNGc/TmAeVMvfeLI/AAAAAAAAUBA/HcynN0QkPNA/David_goes_to_school_thumb.jpg?imgmax=800 caption="David_goes_to_school" link="http://lh6.ggpht.com/-RZV3243u8vY/TmAeU6YqWRI/AAAAAAAAUA8/BQ6pp4YYjbc/s1600-h/David_goes_to_school%25255B2%25255D.jpg"]] ||
 * David_goes_to_school ||


 * [[image:http://lh3.ggpht.com/-BRRTyAJvRHY/TmAeWZe5B1I/AAAAAAAAUBI/oO1EJ8LEmoI/david-gets-in-trouble-main_thumb.jpg?imgmax=800 caption="david-gets-in-trouble-main" link="http://lh3.ggpht.com/-WMiEF9IJlTc/TmAeV4o70gI/AAAAAAAAUBE/7ETDFXyGkLw/s1600-h/david-gets-in-trouble-main%25255B3%25255D.jpg"]] ||
 * david-gets-in-trouble-main ||

You will create a “//No David!”// inferencing brainstorm chart. Discuss what "schema" is and how you will be using scheme and the clues in the text to make really good inferences. As you look at each page of the story, call on students to give you an inference about the picture and then the clue/schema that helped them make the inference. You can break up this activity into parts because even though this isn’t a long story word wise, it’s pretty long when you’re making inferences!!!


 * [[image:http://media-cache5.pinterest.com/upload/135811744983179274_P76oliPC_c.jpg caption="Pinned Image"]] ||
 * Pinned Image ||


 * [[image:http://lh3.ggpht.com/-xdILsewHQN4/TxdBpDcb3II/AAAAAAAAXjk/zE93H7VMxn8/david6_thumb%25255B4%25255D.jpg?imgmax=800 caption="david6" link="http://lh4.ggpht.com/-Tkq0ecv_Has/TxdBo_h1d3I/AAAAAAAAXjc/Hq_JUQV7MdE/s1600-h/david6%25255B10%25255D.jpg"]] ||
 * david6 ||

Lesson #6
After we brainstormed our inferences, I introduced our little inferencing anchor chart. We talked about words to use {//sentence starters//} when we’re making/writing about inferences. We went over schema again and they IMMEDIATELY knew what evidence was {thanks to [|Abby’s Snow Day Case Files]!!!!}



I had the kids fill out [|this little inferencing sheet] where they had to describe a picture from the story, write their inference about the picture, and then write about a clue/schema that helped them make their inference. LOVE!!!!



=

= =Good LA Lesson for Leadership Habit: Begin with the End in Mind= Read aloud Someday and discuss which habit this best fits with and why.



Discuss what are some things/goals students have for "Someday" and what they can do today to meet those goals.

Model how students will write a brief piece and illustrate their goal for "someday" and what they will do "today." Use this template for writing.



Here is an example of what it should look like.



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