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| How do readers use strategies to problem solve words? |
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| It is important to call readers attention to the mission of the unit. This unit aims to build readers who actually read the words and use all of their power and strategies to read, problem solving on their own as they move through text. The unit is shorter than others with only three concepts across thirteen sessions. However, knowing that kindergarten classrooms come in all shapes and sizes, teachers should consider their class and add additional lessons and sessions based on the “stickiness” of the teaching. In other words, if readers are not transferring the demonstrations and strategies into their own reading without prompts and coaching, teachers should know there is time and should take the time to linger here; moving work into shared reading, guided reading along with extra mini lessons before moving too quickly to unit five. The first concept, Readers learn what strategies are and begin to use them, expects readers to attend to the picture, words and their own thinking as they negotiate what is studied and learned from the picture and how this thinking matches the print on the page. Teaching one-to-one match as readers enter more complex text and demonstrating noticing known high frequency words on the page is also part of this first concept. There are opportunities to connect the strategy work from writing workshop to the strategy work in reading workshop. Just as writers search for first letter sounds to write words into stories, readers search too for first letter sounds to get clues to unknown words in the reading of text. Readers practice rereading to get a running start and confirm attempts when making a guess. Teachers will see that readers are beginning to build a repertoire of strategies to use in conventional reading. The second concept, Readers use numerous strategies all at once, aims to show readers how to use more than one strategy to help problem solve at the point of difficulty. This run of lessons focuses on using a repertoire of strategies. Thinking about the story, studying the picture, using known words, making a guess, rereading, and using repeated language are strategies teachers weave into shared reading and demonstrate in the mini lesson so that readers are able to practice these strategic moves in their own just-right text. The last concept, Readers practice to perform powerful reading, shifts the focus from reading using strategies for personal enjoyment and understanding to reading with and for others. Readers learn to practice a text over and over again to showcase the learning of phrased reading. Readers practice changing their voice from happy to angry based on the mood of the text and learn ways to listen to and coach partners based on the expectations of the unit. Audio text is suggested as a read aloud resource through the free online site http://www.storynory.com. Teachers and students listen to one of “The Classics” read by an actress using a storytellers voice and debrief the strategies the reader uses that make up her fluent reading. |
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| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.K.1. With prompting and support, ask and answer questions about key details in a text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.K.2. With prompting and support, retell familiar stories, including key details. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.K.3. With prompting and support, identify characters, settings, and major events in a story. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.K.4. Ask and answer questions about unknown words in a text. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.K.10. Actively engage in group reading activities with purpose and understanding. Reading: Foundational Skills Print Concepts
RF.K.1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. Read emergent-reader texts with purpose and understanding. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1b. Continue a conversation through multiple exchanges. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners. Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE) |
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| - How do readers learn reading strategies and begin to use them?
- How do readers use numerous strategies all at once?
- How do readers practice to perform powerful reading?
| early print strategies prior knowledge and known words problem solving (meaning, syntax and graphophonics) |
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| | Application Comprehending Holding an idea in mind while reading to determine what the book is about Problem Solving |
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| Concept I: Readers learn what strategies are and begin to use them Session 1 Readers think about what is happening in the book to help them point to and read the words. Session 2 Readers make a movie in their mind to help them read the words on the page. Session 3 Readers point to each word on the page once as they read. Session 4 Readers read words they know in a snap by saying the word quickly Session 5 Readers match their mouth to the sound of the first letter and make that sound. Session 6 Readers reread a lot to help themselves keep reading. Concept II Readers use numerous strategies all at once Session 7 Readers think about the book, look at the pictures and look at the words. Session 8 Readers reread and use the picture to make another guess. Session 9 Readers notice words they know and repeated words throughout the book and read these words quickly. Session 10 Readers think about what is happening page by page then they read to see if their thinking was right. Concept III Readers practice to perform powerful reading Session 11 Readers read books again and again with more power to make them sound better. Session 12 Readers make their reading sound like talking by reading words together. Session 13 Readers know partners cheer for each other and help solve troubles together. Session 14 Celebration | Professional Resources Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon. Calkins, L. (2011-2012). A Curricular Plan for Reading Workshop, First Grade. Portsmouth, NH: Heinemann. Collins, K. (2004). Growing Readers: Units of Study in the Primary Classroom. Portland, MA: Stenhouse. Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann. Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann. |
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