Units of Study in the Primary Classroom- Kindergarten Standards Month September Unit of Study Readers Build Good Habits

Teaching Topic / Standard Readers have reading identities and share them to build community 0.1.10.10 0.1.2.2 2.10.10 0.6.1.1 0.8.1.1 Mini lesson Children bring in favorite book to share (begins p. 68) * Can be multiple mini lessons within this one Reading memory (p.71) Who am I as a reader (p.76) What do I need to read well (p.76) Readers have books that are special (p.77) What are my goals for reading this year (p.77)

Classroom library how to manage the library (p.79) *could be Readers take care of books done as a mid lesson teaching point (i.e. what to do if a book is and the classroom library p. broken) 77 81 Readers know books in library and how to take care of it Readers borrow and return books carefully 0.1.10.10All readers are responsible for library housekeeping 0.1.2.5.5 Readers follow the system for taking books home and bringing them back. Understand Reading Workshop Procedures p. 81-88 0.1.10.100.2.10.10 Teach children to slow down when reading & spend time with the book Noise levels that are good for all readers Kind reminders for noisy or distracting behavior Be considerate to other readers Move smoothly and quickly Learners stay focused Readers dont interrupt reading conferences Strong readers read the pictures Strong readers read the story Strong readers act out the story Strong readers notice details or new things when they reread their books

Staying Focused on reading p. 88 90 0.6.7.7 0.6.8.8 0.8.4.4

0.8.6.6 Readers think and talk about books with others p. 90-92

Strong readers are reminded of things when they read Partners sit side by side and read with the book in the middle Partners plan ways to read together Partners take turns making decision Partners talk about their books Partners solve their own problems Readers take a book walk to help them get their minds ready. Readers try to get a sense of the story during a book walk. Readers remind themselves what the book is about as they read Readers pay attention to chapter titles and the cover blurb and sample a page or two. Readers use their tool boxes to figure out tricky words Readers use pictures to figure out the story Readers figure out words by saying the sound of the beginning letters Readers figure out words by noticing the ends of the words Readers figure out words by moving through the whole word. Readers use a variety of tools/strategies to read (p.128) Readers are brave when they get to hard words Readers always think about what makes sense Readers ask themselves questions as they read Readers can ask for help Reading in a smooth voice (p.131) Readers think about the meaning of the sentence or story Readers chunk text to make it sound smooth Readers use punctuation as a clue to how text sounds Readers use clues in the text

September October

Readers use strategies to figure out words 0.1.4.4 0.1.5.5 0.1.9.9 0.2.4.4 0.3.0.1 0.3.0.2 0.6.5.5 0.6.6.6 0.8.7.7 0.10.4.4 0.10.5.5 0.10.11

Reading Celebration p. 97 Getting our minds ready to read p.122-123

Acquisition of Print Strategies p. 126-127

Flexibility with Print Strategies p. 130

Reading with Fluency p. 132-133

Readers use a storytellers voice while reading Choosing Just-Right Books p.133 136 Readers look at their books and notice what they have in common (p.134) Readers have strategies to tell if a book is just right Readers have different levels and they are just right for them (not in book) Readers know their levels and know how to choose those books and stick to them (not in book) Readers choose books carefully Teacher models retell Readers identify the setting when they retell Readers follow the events of the story when they retell Readers know how to balance the details when they retell Readers use time words when they retell Readers retell with expression Readers use text evidence to clarify, confirm, or revise the retelling Partners read together and retell One partner retells, then both partners read together to confirm Partners take turns retelling Partners help each other retell Careful readers dont just read the story but think about the story (p.162) Readers react and talk back to the text Readers notice when they get a feeling as they read Readers make predictions as they read Readers try to picture whats going on in the story Readers pay attention to when they are confused Readers question things that happen or things that characters do

NovemberDecember

Readers think and talk about books to develop ideas

Retelling p. 157 - 162 0.1.10.10 0.2.2.2 0.1.2.2

Readers have thoughts as they read p. 162 171 0.1.7.7 0.1.10.10 0.3.0.3.C 0.1.9.9 0.1.1.1

Answers to readers questions come from the book or from readers themselves Envisioning p. 171 173 0.1.7.7 0.1.10.10 0.1.9.9 0.2.1.1 Predicting p. 173- 175 Readers picture the story in their minds as they read Readers dont only see the story in their minds, but they also hear it, smell it, taste it, and feel it Readers envision the characters, settings, and actions in the story Readers envision between the pictures scenes Readers stay involved in the story by predicting Readers predict by making pictures in their minds Readers use what they know about the text to make good predictions Readers use what they know about the kind of story and about life to make good predictions. Readers use what they know about the kind of story and about life to make good predictions Readers know that not all predictions are correct or helpful Readers notice when books remind them of something Readers explain their connections Readers make connections to understand the characters and the stories better Readers stay focused on the story, not the connection When readers really understand, their reading voices sound smooth When readers really understand, they can picture the story in their minds When readers really understand, they can retell their stories easily When readers really understand they just know

Making Connections p. 176 178 0.1.9.9 0.2.9.9 Strategies for Checking Comprehension p. 178 182 0.3.0.3.C 0.3.0.1 A-D 0.1.2.2

Monitoring Comprehension p. 182 -184 0.1.1.1 0.1.2.2 0.1.3.3 Strategies to clear up confusion p. 184 186

Readers catch themselves when they are daydreaming Readers stop and think after reading chunks of text Readers check their retellings Readers check their book talks Readers go back and reread to understand Readers read back and read on to understand the tricky parts Readers stop and make a picture in their minds to understand Readers read tricky parts aloud Readers talk to a partner about tricky parts Readers talk to someone who has read the book before Readers make sketches to understand Readers use cues from the book to understand Week 1: Immersion Teacher led read aloud on nonfiction texts Week 2: Launching Teacher talks about features of nonfiction Difference between fiction and nonfiction Readers use the index to find the page with information theyre looking for Readers decide where to start reading on a nonfiction page *Categorizing and sorting nonfiction books Week 3: Reading Center Cycle 1 p. 215 Students choose topics & partners assigned based on similar topics Getting your mind ready to read nonfiction Readers research their topics starting with the easiest books Readers use the features to find the information Readers read nonfiction in special ways to learn about their topics

January-April

Readers pursue their interests in books and other texts

Celebrations p. 187 Nonfiction study p. 209

Readers notice when they are learning something new Readers jot notes on sticky notes Readers look at different books to accumulate information about their topic At the end, students teach others about their topic Week 4:Reading Center Cycle 2 p. 221 *Same thing from cycle 1: Do you want a new topic or stick with the same one? Note taking sheets are introduced Week 5: Reading Center Cycle 3 p. 221 Same thing from cycle 1 & 2 Help students to develop own theory on topics Careful researchers dont just collect information but they also think about it Readers think about the information they collect and find new questions about it Readers connect the information they collect with things they know Readers make theories about their information Week 6: Students choose a topic and create a project on it p. 225 Favorite Author Study p. 226 Week 1: Immersion Teacher led read aloud on a selected author Week 2: Launching Readers try to find out information about their authors lives Readers gather and read text by authors they love Readers notice similarities and differences among the text Readers wonder where authors get their ideas Readers look for themes that run through authors books Readers notice their favorite writing style and craft

 Readers recommend favorite authors to other people Week 3: Cycle 1 Review p. 232 for an example plan Week 4: Cycle 2 - Review p. 232 for an example plan Week 5: Cycle 3 (optional) Week 6: Celebration Favorite Character Study p. 233 Poetry Study p. 235

May

Readers make plans for their reading lives

Reflecting on year of reading p.

Reflection: how weve changed as readers Looking back through book logs & noticed how reading changed Readers share artifacts they saved throughout the year p. 240 Making plans for our reading lives p. 246 Set reading goals for the summer