February Unit 6 Just-Right Books (Pattern Unit) Readers Are Story Detectives Who Use the Patterns in Their Books to Figure out Their Stories

Transcription

1 Just-Right Books: Patterns Unit 6 Reading Workshop Page 1 February Unit 6 Just-Right Books (Pattern Unit) Readers Are Story Detectives Who Use the Patterns in Their Books to Figure out Their Stories Overview of Unit In this unit your children will continue reading books at their just right reading level. The mini lessons will focus on how readers recognize when books have patterns and use these patterns to read with fluency and comprehension. Books for this Unit: Students will be in their own just-right reading level. If students are in A, B, or C levels then they will still need separate reading time for Shared books and Star books. As students move into level D and above they will not need the support from the Shared books and Star books. All students will still have a separate Look book reading time. Alignment with Standards: K.1.1 Identify the front cover, back cover, and title page of a book. K.1.2 K.1.3 K.1.4 K.1.5 K.1.6 Phonemic Awareness* Follow words from left to right and from top to bottom on the printed page. Understand that printed materials provide information. Recognize that sentences in print are made up of separate words. Distinguish letters from words. Recognize and name all capital and lowercase letters of the alphabet. K.1.7 Listen to two or three phonemes (sounds) when they are read aloud, and tell the number of sounds heard, whether they are the same or different, and the order. Example: Listen to the sounds /f/, /m/, /s/ or /l/, /n/, /v/. Tell how many sounds were heard and whether any sounds were the same. K.1.8 Listen and say the changes in spoken syllables (a word or part of a word that contains one vowel sound) and words with two or three sounds when one sound is added, substituted, omitted, moved, or repeated. Example: Listen to the word bat and tell what word is left when you take the /b/ sound away. Tell what word is left when you take the /br/ sound away from the spoken word brother. K.1.9 Listen to and say consonant-vowel-consonant (cvc) sounds and blend the sounds to make words. Example: Listen to the sounds /b/, /e/, /d/ and tell what word is made. K.1.10 Say rhyming words in response to an oral prompt. Example: Say a word that rhymes with cat. K.1.11 Listen to one-syllable words and tell the beginning or ending sounds. Example: Tell what sound you hear at the beginning of the word girl. K.1.12 Listen to spoken sentences and recognize individual words in the sentence; listen to words and recognize individual sounds in the words. K.1.13 Count the number of syllables in words.

2 Just-Right Books: Patterns Unit 6 Reading Workshop Page 2 * When letters have a slanted line before and after them, such as /f/, /sh/, /b/, this represents the sound the letter makes, not the name of the letter. Decoding and Word Recognition K.1.14 K.1.15 K.1.16 K.1.17 Match all consonant sounds (mad, red, pin, top, sun) to appropriate letters. Read one-syllable and high-frequency (often-heard) words by sight. Use self-correcting strategies when reading simple sentences. Read their own names. K.1.18 Understand the alphabetic principle, which means that as letters in words change, so do the sounds. K.1.19 Learn and apply knowledge of alphabetical order (first letter) when using a classroom or school library/media center. Vocabulary and Concept Development K.1.20 Identify and sort common words in basic categories. Example: Tell whether the words blue, yellow, and red are colors, shapes, or foods. Tell the names of some favorite colors. K.1.21 Identify common signs and symbols. Example: Identify the meanings of common signs and symbols, such as stop signs or store signs, from the colors, shapes, logos, and letters on these signs or symbols. K.1.22 K.2.1 Listen to stories read aloud and use the vocabulary in those stories in oral language. Locate the title and the name of the author of a book. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text K.2.2 Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content. Example: Tell how and where bees gather pollen after listening to a book about bees such as The Honeymakers by Gail Gibbons. K.2.3 Generate and respond to questions (who, what, where). K.2.4 Identify types of everyday print materials. Example: Walk around the school and identify the signs in the school, such as EXIT, Principal s Office, and Restrooms. Tell the difference between a storybook and a beginners dictionary. K.2.5 Identify the order (first, last) of information. Example: Listen to and look at the information in a book such as Going on a Whale Watch by Bruce McMillan. Then draw pictures representing the main events of a whale watching trip in the order in which they occurred. K.3.1 Distinguish fantasy from reality. Example: Listen to The Day Jimmy s Boa Ate the Wash, Trinka Hakes Noble s story about a class field trip to a farm, and Farming, Gail Gibbons nonfiction book about farming. Tell how these two books are different. K.3.2 Retell (beginning, middle, end) familiar stories. Example: Retell the story of a folktale, such as the version of The Three Little Pigs by Steven Kellogg. K.3.3 Identify characters, settings, and important events in a story. Example: Identify the main characters in a story, such as Noisy Nora by Rosemary Wells. Describe the setting in a familiar story, such as Goodnight Moon by Margaret Wise Brown. Retell the important events in a story, such as the folktale Jack and the Beanstalk.

3 Just-Right Books: Patterns Unit 6 Reading Workshop Page 3 K.3.4 Identify favorite books and stories. K.3.5 Understand what is heard or seen by responding to questions (who, what, where). K.4.6 Ask how and why questions about a topic of interest. K.4.7 Identify pictures and charts as sources of information and begin gathering information from a variety of sources (books, technology). K.7.1 Understand and follow one- and two-step spoken directions. Oral Communication K.7.2 Share information and ideas, speaking in complete, coherent sentences. Speaking Applications K.7.3 Describe people, places, things (including their size, color, and shape), locations, and actions. K.7.4 Recite short poems, rhymes, and songs. K.7.5 Tell an experience or creative story in a logical sequence (chronological order, first, second, last).

4 Just-Right Books: Patterns Unit 6 Reading Workshop Page 4 Bend 1: Readers Search for and Find Patterns in Their Books What (skill): Readers read their just right book and search and identify the pattern in their just-right book By noticing the words that repeat throughout the book so By noticing that the repeating phrases usually have LOTS of words they already know so

5 Just-Right Books: Patterns Unit 6 Reading Workshop Page 5 Bend 2: Readers Use the Pattern to Help Figure out What the Book is About (Comprehension) What (skill): Readers use the pattern to understand and figure out what their justright book is about By talking with a partner about how their pattern goes so By helping each other with tricky parts so By using what they know about word solving and pattern books so By using the pattern to know what the book is about By telling each other what their books are about so By making connections to their lives and other books so By sorting books that are alike according to their pattern so By rereading several times (and again, and again, and again ) and noticing things they didn t notice before so By noticing small details of the pattern to figure out the main idea so By studying the picture and thinking, What is going on here? or What is there in this picture that will help me know what is going on here? So By thinking about everything that has happened on the previous pages and what is happe4ning in the illustrations on the last By knowing what the big idea of the book is rather than just one part or one page so By thinking about the title when they finish the book

6 Just-Right Books: Patterns Unit 6 Reading Workshop Page 6 Bend 3: Readers Use the Pattern to Help Figure out Tricky Words (Print Work) What (skill): Readers identify and read the change in the pattern on the last page By thinking about everything that has happened on the previous pages and what is happening in the illustration on the last page so What (skill): Readers understand the pattern in their just-right book By noticing the rhymes in that just-right books sometimes have and making sure their rhyming matches so What (skill): Readers use the pattern to identify and figure out a tricky word/the meaning of the tricky word By noticing that sometimes just one word might change so By noticing that usually there is a surprise or change at the end of the book so By being very careful readers and using the illustration to figure out what the words say when the pattern changes so By looking at the picture and asking themselves, What makes sense here? Or, Does this make sense? So, By reading the word and asking themselves Does this sound right? So, By looking at the first letter of the unknown word to see if their guess makes sense, Does this make sense? Or Does this sound right? So By looking at the beginning and ending sounds of the word so By reading through a word, part by part, from left to right to look for chunks they know in the word so By looking for endings such as s, es, ing, ed so By playing with words, trying both vowel sounds; short or long; and seeing which one makes sense so By skipping these words, reading on to the end of the sentence, and then going back to see what makes sense so By going back to the beginning of the sentence and rereading so By getting you mouth ready to read the first sound in the word so

7 Just-Right Books: Patterns Unit 6 Reading Workshop Page 7 Chart and Bookmark Review from Unit 5

8 Just-Right Books: Patterns Unit 6 Reading Workshop Page 8 Bend 4: Readers Use the Pattern to Help Them Read with a Smooth Voice (Fluency) What (skill): Readers read with a smooth voice By remembering the pattern and talking rather than reading word-by-word like a robot so By rereading several times (and again, and again, and again ) so By reading the words they already know quickly and easily so By recognizing and remembering the patterns in their books so By reading in a way that the words easily flow together so By joining the big and the small words together so By noticing that patterns sometimes change at the end of the book and to think about what is going on in the story to help them so

9 Just-Right Books: Patterns Unit 6 Reading Workshop Page 9 Bend 5: Readers Talk About Patterns in Books with Partners What (skill): Readers talk with their partner about their just-right books By identifying the pattern that repeats on each page so By comparing the similarities and differences in the pattern books so By talking about what the surprise is that at the end of the book so By teaching their partner how to read their pattern book (vice versa)