Student Teacher: Ashley Roman

School:
Date: February 27th, 2020
Time: 10:30 - 11:00 a.m. / 1:30 - 2:00 p.m.

Subject​: Reading Workshop

Topic:​ Readers talk about books and retell books too
Grade: ​Kindergarten
Time:​ 7 minutes

New Jersey Student Learning Standards:

RL.K.2. With prompting and support, retell familiar stories, including key
details (e.g., who, what, where, when, why, how).
RL.K.3. With prompting and support, identify characters, settings, and
major events in a story.

Objective: ​Students will use their book talk power to discuss and retell a book from their book
baggie.

Materials:
● Super Powers: Reading with Print Strategies and Sight Word Power ​by Lucy Calkins
● “We Are Super Readers” Anchor Chart
● It’s Super Mouse​ by Phyllis Root
● Independent Reading Book Baggies
○ 5 books per student

Before beginning the lesson, the students will read from their book baggies for approximately
five minutes.

Lesson Sequence - Connect and Engage

1. Connection
● Teacher: “Readers, when I leave a movie theater, I leave talking about the movie
I just saw. How many of you love movies? How many of you love talking about
movies? Like the movies, we can also share information about our books! You
have put all of your super powers together to make them come to life!”
● Teacher: “Readers, all the ways you talk about books bring them to life too”
(Calkins, 2015, p. 86).

2. Teaching Point
● Teacher: “Super readers, today we will be doing more than just reading books;
we will be talking about our books too! Another super power of readers is
activating your book talk power!”
 ● Teacher: “A great way to welcome a listener into your book is by introducing it
together. A great way to talk about books is to retell the story to the listener too.”
● The teacher will uncover the book talk power on the reading anchor chart.

Lesson Sequence - Model

3. Teach
● I-Do
○ Teacher: “Readers, after we read our books, we are eager to talk about
them too! A wonderful way to bring our books to life can be using our
book talk power to tell a listener about our book!”
○ Teacher: “Before you read to a partner, you can start talking to your
partner about your book. You can introduce the cover and the story!”
○ Teacher: “Let’s pretend I want to talk to my partner about a book. Can you
all be my partner right now? Can I introduce my favorite book to you? Tell
me if I introduce my book!”
■ The teacher opens up the book and reads the first page of ​It’s
Super Mouse!
■ Teacher: “Did I introduce my book?” the students respond “No,
you need to talk!”
■ Teacher: “I was so excited to read my book, I forgot to talk about
it! Can you help me fill in some details about the book?” The
students collectively say, “Yes!”
4. Active Engagement
● We-Do:
○ Teacher: “This book is called ​It’s Super Mouse!​ This is Super Mouse. He
wears a cape, a mask, and … Hmm… Can you help me fill in more
details?”
○ Teacher: “I want you to think about how we can introduce the book… And
turn and tell your partner.”
○ The students will share with their partner all about Super Mouse and the
book.
○ Teacher: “I heard some amazing details about the book! Okay, with your
details I think I have a great introduction now! This book is ​It’s Super
Mouse!​ This is Super Mouse wearing a cape and mask. On every page,
Super Mouse jumps off something, but in the end, something bad
happens. Let’s read the book together and read what happens!” (Calkins,
2015, p. 87).
○ Teacher: “Give me a thumbs up or thumbs down, was that better for my
introduction?”
○ Teacher: “With your help, I activated my book talk power! I introduced the
book before reading. You can use the title and cover to help you introduce
the book!”
● You-Do it Together:
 ○ Teacher: “You have a book from your book baggie with you! You know
this book. Think about how you may introduce your book to a partner. You
can think about the cover, title, and story”
○ Teacher: “Now, take turns to introduce the book to the person sitting next
you.”
○ The teacher will offer support, and the teacher will listen to conversations.
● You-Do it Independently:
○ Teacher: “Super readers, to bring our books to life we can read and talk
about them. It’s your turn to return to your seat and read your books using
all of your super powers. In a few minutes, we will move into partnerships
to talk about our books! Remember, you can introduce your book and
retell the story too! There are so many ways to talk about books!”
○ Teacher: “Let’s review all of our superpowers before we read our books!”
■ “Pointer power, reread power, partner power, picture power, snap
word power, sound power, persistence power, and book talk
power.” (May need to adjust based upon the powers the student’s
have learned”)

Lesson Sequence - Closure

5. Share
● The teacher will call the students to the carpet.
● Teacher: “Super readers, I heard some amazing conversations about books this
morning/afternoon! I love how you introduced your book to your partner! Book
talk power along with our other powers brings our book to life! We can talk about
books and retell our books. It keeps our books alive! Who would like to share a
book from your book baggie to the class?”

Assessment:
● The teacher will assess each partnership. Each student will be assessed on the value of
their conversation and book introduction to their partner. The teacher will use the
following rubric to assess the conversation of the student. A student that does not meet
the middle area of proficient book talk will be assigned to a support group based upon
the need of that student. Small-groups will then receive additional support in the area
requiring support.

Conversation Emerging Book Proficient Book Advanced Book

Topic Talk Talk Talk

Title & Cover The student The student states The student states
mentions either the the title and points the title, points to
title or the cover of to the cover. the cover, and talks
the book. about the details of
the book’s cover.
 Pictures The student does The student points The student
not mention to pictures in the mentions pictures
pictures. book, and the in the book through
student mentions vivid book talk -
one statement identifying colors,
about the pictures. shapes, actions,
and more.

Characters The student does The student points The student

not mention a to a character and mentions a
character. names who that character and
character is. The identifies who they
student makes one are, their role, and
statement on that their significance to
character. the story.

Story The student does The student The student

not mention the mentions the story, thoroughly
story of their book. but provides discusses the story
minimal details. including the plot,
(The student only characters, setting,
mentions one of the and so on.
following: plot,
setting, details,
timing)
 References:
Calkins, L., Hartman, A., & Dunford Franco, E. (2015). ​Super Powers: Reading with Print
Strategies and Sight Word Power​. Heinemann Publishing: Portsmouth, NH.
Dougherty, S. (2019). “Gradual Release of Responsibility Model.” ​Gradual Release
of Responsibility: A Framework for Planning Instruction.
New Jersey Student Learning Standards for English Language Arts: Kindergarten.​ “New Jersey
Department of Education.” ​State of New Jersey Department of Education​, NJ
Department
of Environmental Protection (NJDEP), Office of Information Resources Management
(OIRM), Bureau of Geographic Information Systems (BGIS), 2016,
https://www.state.nj.us/education/cccs/2016/ela/k.pdf

Lesson Structure:
● The students will choose one book to read for three minutes.
● The mini-lesson will take place for five to seven minutes.
● The students will read independently for five minutes.
● The students will be called to the carpet (sitting next to their partners) for book talk power
and to close the lesson out.