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3-5 Launching Readers WS (Sept)

3-5 Launching Readers WS (Sept)

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Published by bgeller4936

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Published by: bgeller4936 on Aug 24, 2009
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05/11/2014

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UPPER GRADE READING(Grades 3-5)Teachers CollegeReading and Writing Project
 
A Possible Sequence of Minilessons for Unit 1,Reading with Stamina and Meaning
Upper Grade Reading (Grades 3-5), Page 2Teachers College Reading and Writing Project, Copyright 2003-2004
 NYC Regions 3, 4, 8 & 10 may duplicate these for educators within those Regions only.
 
Session 1:Readers Have Strategies for Choosing Books They Expect to Love: Lookingover the cover, reading a page to see if we can read it smoothly
“Readers, every day in Reading Workshop, we are going to learn about what great readersdo to get better at reading. I know that when I want to get better at something, I studysomeone who is already good at that thing – like if I wanted to become a better basketball player, I watch good basketball players, I would study the moves they make. We can dothe same thing with our reading. We can study the moves that good readers make andlearn from what they do.”“Today I am going to teach you one of most important things that readers do to help usget better at reading. Great readers know how to choose books that we LOVE to read!”“When I go to the library, I get so excited knowing I get to choose a book to read and fallin love with. While I’m choosing a book, I think about different things: will I be able toread this book in my head so that it sounds smooth and not too choppy? Will I like thiskind of story, with these kinds of characters in it? Will I like this book enough that Iknow I will stick with it to the end?”“I do what most readers do when they choose a book. First I read the title and then the blurb on the back of the book to see if it interests me. Then I often flip through the book to see if it has interesting pictures and I read the first few paragraphs to see if I can read itsmoothly. Watch me as I choose between these three books, and notice three things I doin order to choose a book I’m going to love.”
 At this point, switch your stance a bit because now you are role playing – acting out – being a reader. In this instance and throughout these minilessons, there is nothing magical about the particular books we cite. Choose your own!
“Hmm…Frog and Toad are Friends. Well, I remember my teacher read that book outloud to us last year and I liked it because Toad is such a funny character. This book, StoneFox, looks like it’s from a long time ago because of the picture.
(Read front covers.)
Thecover says that Willy has a dog friend. A picture of his dog and him! That might be afit…This book, George’s Marvelous Medicine seems funny because of the picture, but Ihave been reading a lot of funny books; I want to try something different. Hmm…Let meread the back cover for Stone Fox.
(Do so.)
It says it’s about a boy and his dog in a dogsled race. (Read a tiny bit of page 1.) Yep, I can read it. I love stories about animals; Ithink I’ll try Stone Fox.”You may choose three books that you have in the classroom or that you get from thelibrary. Choose books that represent the range of levels students in your class can read touse as demonstrations.
Upper Grade Reading (Grades 3-5), Page 3Teachers College Reading and Writing Project, Copyright 2003-2004
 NYC Regions 3, 4, 8 & 10 may duplicate these for educators within those Regions only.
 
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