The First 20 Days of Reading: Primary This pacing guide is intended to be extended, condensed, or modified according to your students’ needs. Please continue to revisit and support all skills and concepts that are introduced in the first few weeks through the balanced Literacy model. Our ultimate goal is for students to become proficient in using these skills independently. As you prepare to implement the First 20 Days of Reading, please keep in mind that it will be necessary to be flexible with your reading block. Based on each day’s lessons, you may find you need extended time for one component as you put systems in place. Use your judgment, based on your students’ needs to adjust instructional time dedicated to each balanced Literacy component. Day 5 of each week has been designed to be a day to bring together all of the week’s objectives. This will provide time for both teachers and students to practice and discuss all skills and strategies. Mini Lesson, Shared Reading, Independent Reading & Literacy Centers/Stations Day Mini Lesson Key Concepts Learning Outcomes Resources Needed Day 1 Mini Lesson We are all members of a community of readers. Readers read and share their thinking about their reading. Students learn the rituals, routines, and schedule of Reading Workshop so they can establish consistent meeting procedures and habits. Anchor Chart – Listeners Look Like/Sound Like Text Selection Independent Reading Introducing the Classroom Library Areas to Highlight: Browsing Boxes* Author collections Genre collections Topic collections *Browsing Boxes are baskets of leveled texts with a variety of genres Allow students to practice selecting a text and returning it to its appropriate location in the library. Our classroom library is organized in a specific way to help us select a variety of books for reading. We are all responsible for taking care of our classroom library. Students will explore and learn how to maintain their organized classroom library. Anchor Chart- Our Classroom Library Organized classroom library
Shared Reading Building Fluency Readers reread text to build fluency. Students will learn the value of rereading familiar text. Text Selection Independent Reading Review choosing a “just right” book Teaching Tip: This is a lesson that will be revisited and reinforced throughout the year as children grow as readers. Readers choose books in many different ways. Books can be easy, “just right”, or challenging for a reader. Readers should choose “just right” books most of the time. Students use several different kinds of information to help them choose books. Students think carefully about book choices. Readers have criteria to judge whether a book is “just right” for independent reading. Review established classroom criteria Anchor Chart for choosing “just right” books. Literacy Centers/Stations Guidelines for Literacy Centers/Stations Teaching Tip: Over the next few days you will be explicitly introducing Literacy Centers/Stations one at a time. The goal for today is to establish procedural systems for working in Centers/Stations. Remember, students need to have an opportunity to practice rotating between Centers/Stations as well exploring the Centers/Stations. Teaching Tip: Teachers may choose to introduce one or more Centers/Stations per day. Teacher and students will revisit these expectations often and revise as needed. Readers and writers follow specific guidelines to work together and help one another do our best learning. Students learn to refer to and follow the classroom guidelines for Literacy Centers/Stations. Anchor Chart-What do Literacy Centers/Stations Look Like/Sound Like? Create an “I Can” Anchor Chart for each Literacy center introduced today. Introduce the Literacy Center icons for each explored center. Establish and practice a noise level system and attention signal. Establish and practice procedure for “What to do if you have a question/problem” (i.e., Ask 3 before me.) Students will practice going through the Centers/Stations introduced today. Establish and practice the rotation system. Guiding Questions: “What is working well?” “What needs to be improved?”
Day Mini Lesson Key Concepts Learning Outcomes Resources Needed Day 5 Mini Lesson/Shared Reading Bringing It All Together! Review: Concepts of Print Previewing a Book Building Fluency Readers use more than one strategy at a time when they read. Readers reread text to build fluency. Readers identify the title, author, illustrator, etc., of a book and ask themselves ‘What do I know now?’ before reading. Students will learn that we can use a variety a strategies as we read. Students will learn the value of rereading familiar text. Students will learn that previewing a book before reading will support their understanding of the text. Text Selection: Using a Big Book or other shared reading text, review and connect the skills introduced this week. Independent Reading Bringing It All Together! Review: Classroom Library Procedures and Expectations Independent Reading Procedures and Expectations Choosing a “just right” book We are all responsible for taking care of our classroom library. We have specific ways of reading during independent reading time. Readers should choose “just right” books most of the time. Students will revisit how to maintain their organized classroom library. Students will revisit criteria for quality independent reading. Readers have criteria to judge whether a book is “just right” for independent reading. Anchor Chart – Independent Reading Looks Like/Sounds Like Anchor Chart – Choosing a “Just Right” Book Organized classroom library Literacy Centers/Stations Continuing to Introduce Literacy Centers/Stations For example, in the Word Study Center, students may write the words that they made. For example, in the Big Book Center, students may hunt for and write words with the phonics focus skill. Readers collaborate and/or work independently in specific ways in each center in order to do their best learning and thinking. Readers and writers keep track of their work in Literacy Centers/Stations. Students will learn the expectations and procedures for working successfully in one or more Literacy Centers/Stations. Students learn that they are held accountable for doing their best work in Literacy Centers/Stations. For each center teachers need to… Explain materials and activity. Model the center activity with a student. Provide clear expectations and procedures using an “I Can” Anchor Chart. Provide guided practice. Provide time for students to practice independently. To reinforce successful center experiences for all students, provide time for students to share and using the “I Can”.
Day Mini Lesson Key Concepts Learning Outcomes Resources Needed Day 6 Mini Lesson Making Predictions Teaching Tip: This would be a good week to begin a literature unit/author study to promote student text connections and in depth literature study. Kevin Henkes is a great first author study to analyze character traits and build community. Model making predictions. Ask questions such as, “Given what the author has told us already, what do you think is going to happen in the story?” Making predictions as we read helps us understand the story. Students will learn that readers naturally make predictions as they read. Text Selection: Choose a text that supports your comprehension focus. Generate the beginning of a predicting Anchor Chart with children. (See sample Anchor Chart on left.) Shared Reading Reading Strategy– “check the picture” Teaching Tip: Teacher may choose to use the same shared reading text for the duration of each week to highlight the different teaching points. Readers use “picture cues” to solve unknown words. Students will learn to “check the picture” when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Introduce and model using the strategy and add to Anchor Chart with students. (See sample to the left.) Independent Reading Introducing our Individual Book Boxes/Bags We have an organizational system we use to store and maintain our independent book choices. Students learn how to manage their own independent reading materials. Anchor Chart – Independent Reading Looks Like/Sounds Like Student book boxes/bags/Reading Response Logs
Literacy Centers/Stations Continuing to Introduce Literacy Centers/Stations Teaching Tip: As part of your center introduction, establish student accountability by modeling and posting an example of a completed student work product. For example, in the Buddy Reading Center, students may work together to complete a reading response and their reading log. For example, in the Computer Center, students may work on . Readers collaborate and/or work independently in specific ways in each center in order to do their best learning and thinking. Readers and writers keep track of their work in Literacy Centers/Stations. Students will learn the expectations and procedures for working successfully in one or more Literacy Centers/Stations. Students learn that they are held accountable for doing their best work in Literacy Centers/Stations. For each center teachers need to… Explain materials and activity. Model the center activity with a student. Provide clear expectations and procedures using an “I Can” Anchor Chart. Provide guided practice. Provide time for students to practice independently. To reinforce successful center experiences for all students, provide time for students to share and using the “I Can”. Guiding Questions: “What is working well?” “What needs to be improved?”
Shared Reading Review Reading Strategy “check the picture” Readers use “picture” cues to solve unknown words. Students will learn a problem solving strategy when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Independent Reading Review procedures for individual Book Boxes/Bags Teacher Tip: By adding 2 minutes per day during independent reading, reading time increases by 10 minutes per week. Select several students to share their reflections of learning during independent reading. We have an organizational system we use to store and maintain our independent book choices. Students learn how to manage their own independent reading materials. Review Anchor Chart – Independent Reading Looks Like/Sounds Like Teacher’s Anecdotal Log (continue conference practice) Literacy Centers/Stations Revisit, Revise, add Rigor as needed Day Mini Lesson Key Concepts Learning Outcomes Resources Needed Day 9 Mini Lesson Review Making and Adjusting Predictions Model making predictions. Ask questions such as, “Given what the author has told us already, what do you think is going to happen in the story?” Making predictions as we read helps us understand the story. Adjusting our predictions also helps us understand the story. Students will learn that readers naturally make and adjust predictions as they read. Text Selection: Choose a text that supports your comprehension focus. Revisit the predicting Anchor Chart with children. (See sample Anchor Chart on left.)
Shared Reading Review Reading Strategy “check the picture” Readers use “picture” cues to solve unknown words. Students will learn a problem solving strategy when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Independent Reading Review procedures for individual Book Boxes/Bags Teacher Tip: By adding 2 minutes per day during independent reading, reading time increases by 10 minutes per week. Select several students to share their reflections of learning during independent reading. We have an organizational system we use to store and maintain our independent book choices. Students learn how to manage their own independent reading materials. Review Anchor Chart – Independent Reading Looks Like/Sounds Like Teacher’s Anecdotal Log (continue getting to know your readers) Literacy Centers/Stations Revisit, Revise, add Rigor as needed Day 10 Mini Lesson/Shared Reading Bringing It All Together! Review: Check the Picture Making and Adjusting Predictions Teaching Tip: Strategies from week one will also be integrated as part of your natural conversation. Continue to model all strategies introduced and encourage active student participation. Readers use more than one strategy at a time when they read. Readers use “picture” cues to solve unknown words. Making predictions as we read helps us understand the story. Adjusting our predictions also helps us understand the story. Students will learn that we can use a variety a strategies as we read. Students will learn a problem solving strategy when they encounter a reading roadblock. Students will learn that readers naturally make and adjust predictions as they read. Text Selection: Using a Big Book or other shared reading text, review and connect the skills introduced this week. Anchor Chart- What do readers do when they come to a reading roadblock? Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Teacher’s Anecdotal Log Literacy Centers/Stations Revisit, Revise, add Rigor as needed
Day 11 Mini Lesson Thinking about Main Idea (Classifying) Readers consider the importance of a particular piece. Students will learn that understanding the main points of a text helps them comprehend the story. Text Selection: Choose a text that supports your comprehension focus.. Generate the beginning of a retelling Anchor Chart with children. (See sample Anchor Chart on left.) Shared Reading Reading Strategy – Beginning Sounds Teaching Tip: Teacher may choose to use the same shared reading text for the duration of each week to highlight the different teaching points. Readers use strategies to solve unknown words such as using beginning sounds. Students will learn a problem solving strategy when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Introduce and model using the strategy and add to Anchor Chart with students. (See sample to the left.) Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Consider highlighting an author or genre from your classroom library to motivate students to read widely. Teacher’s Anecdotal Log Literacy Centers/Stations Revisit, Revise, add Rigor as needed. Day Mini Lesson Key Concepts Learning Outcomes Resources Needed Day 12 Mini Lesson Review: Main idea (classifying ideas from a text) Readers consider the importance of a particular piece. Students will learn that understanding the main points of a text helps them comprehend the story. Text Selection: Choose a text that supports your comprehension focus. Revisit the retelling Anchor Chart with children. (See sample Anchor Chart on left.)
Shared Reading Reading Strategy – Review Beginning Sounds Readers use strategies to solve unknown words such as using beginning sounds. Students will learn a problem solving strategy when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Model using the strategy and review Anchor Chart with students. (See sample to the left.) Independent Reading Revisit and Monitor classroom expectations and procedures as needed. *Introduce the log page of the Reading Response Log *This is not age appropriate for kindergarten. First grade will need to ease students into this process. º Readers keep a list of books they’ve read so that they can evaluate the breadth of their reading. º Students will begin to use the Reading Log in their Reading Response Log. Teacher’s Anecdotal Log Projected Reading Log Literacy Centers/Stations Revisit, Revise, add Rigor as needed. Day 13 Mini Lesson Review: Main idea (classifying) Teaching Tip: Determine the main idea using nonfiction text Readers consider the importance of a particular piece. Students will learn that understanding the main points of a text helps them comprehend the story. Text Selection: Choose a text that supports your comprehension focus. Revisit the retelling Anchor Chart with children. (See sample Anchor Chart on left.) Shared Reading Reading Strategy – Review Beginning Sounds Readers use strategies to solve unknown words such as using beginning sounds. Students will learn a problem solving strategy when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Model using the strategy and review Anchor Chart with students. (See sample to the left.) Independent Reading Revisit and Monitor classroom expectations and procedures as needed. *Review Recording Selections Read in Reading Log as Fiction or Nonfiction *First and Second grade only. º Readers keep a list of books they’ve read so that they can evaluate the breadth of their reading. º Text features help readers identify and distinguish between Fiction and text º Students will begin to use the Reading Log in their Reading Response Log. º Students will learn how to use text features to identify what type of text they are reading. Teacher’s Anecdotal Log Fiction and Nonfiction text examples
Day 14 Mini Lesson Review: Main idea (classifying) Teaching Tip: Determine the main idea using nonfiction text Readers consider the importance of a particular piece. Students will learn that understanding the main points of a text helps them comprehend the story. Text Selection: Choose a text that supports your comprehension focus.. Revisit the retelling Anchor Chart with children. (See sample Anchor Chart on left.) Shared Reading Reading Strategy – Review Checking the Picture and Beginning Sounds Readers use strategies to solve unknown words such as using beginning sounds and “checking the picture.” Readers use strategies to solve unknown words such as using beginning sounds. Students will learn a problem solving strategies when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Model using the strategy and review Anchor Chart with students. (See sample to the left.) Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Teacher’s Anecdotal Log Literacy Centers/Stations Revisit, Revise, add Rigor as needed Day Mini Lesson Key Concepts Learning Outcomes Resources Needed Day 15 Mini Lesson/Shared Reading Bringing It All Together! Review: Main Idea (classifying) Checking the Picture Beginning Sounds Teaching Tip: Strategies from week one and two will also be integrated as part of your natural conversation. Readers consider the importance of a particular piece. Readers use strategies to solve unknown words such as using beginning sounds and “checking the picture.” Readers use strategies to solve unknown words such as using beginning sounds. Students will learn that as readers we are capable of thinking in many different ways. Students will learn a problem solving strategies when they encounter a reading roadblock. Text Selection: Using a Big Book or other shared reading text, review and connect the skills introduced this week. Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Teacher’s Anecdotal Log Literacy Centers/Stations Revisit, Revise, add Rigor as needed.
Shared Reading Reading Strategy – Thinking about Meaning “Does that make sense?” Readers use strategies to solve unknown words such as thinking about meaning. Students will learn a problem solving strategy when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Model using the new strategy and add to the Anchor Chart with students. (See sample to the left.) Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Teacher’s Anecdotal Log Literacy Centers/Stations Revisit, Revise, Add Rigor as needed Day Mini Lesson Key Concepts Learning Outcomes Resources Needed Day 18 Mini Lesson Review Main Idea and Reading Responses Teacher facilitates a shared writing of a reading response in order to gradually release the responsibility to the students. Readers consider the importance of a particular piece. One of the ways readers think about their reading and make their thinking public is writing about the books they read. Students will learn that understanding the main points of a text helps them comprehend the story. Students learn basic elements of a quality reading response so they can think critically and write about books they are reading. Text Selection Anchor Chart – A Quality Reading Response… Provide sentence stems (See sample on left.) Shared Reading Reading Strategy – Thinking about Meaning “Does that make sense?” Readers use strategies to solve unknown words such as thinking about meaning. Students will learn a problem solving strategy when they encounter a reading roadblock. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Model using the new strategy and add to the Anchor Chart with students. (See sample to the left.)
Day 19 Mini Lesson Review Main Idea and Reading Responses Teacher facilitates a shared writing of a reading response in order to gradually release the responsibility to the students. Readers consider the importance of a particular piece. One of the ways readers think about their reading and make their thinking public is writing about the books they read. Students will learn that understanding the main points of a text helps them comprehend the story. Students learn basic elements of a quality reading response so they can think critically and write about books they are reading. Text Selection Anchor Chart – A Quality Reading Response… Provide sentence stems (See sample on left.) Shared Reading Reading Strategy - Go Back and Reread Teaching Tip: Going back and rereading is a strategy that is naturally connected with asking yourself ‘Does that make sense?’ Explicitly model how these two strategies work together. Readers use strategies to solve unknown words such as rereading to maintain meaning. Students will learn to monitor their reading by rereading to maintain meaning when meaning breaks down. Text Selection Anchor Chart- What do readers do when they come to a reading roadblock? Model using the strategy and review the Anchor Chart with students. (See sample to the left.) Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Teacher’s Anecdotal Log Literacy Centers/Stations Revisit, Revise, add Rigor as needed. Day 20 Mini Lesson/Shared Reading Bringing It All Together! Review: Main Idea (classifying) Does that make sense? Go Back and Reread Teaching Tip: Strategies from week one, two and three will also be integrated as part of your natural conversation. Readers consider the importance of a particular piece. Readers use strategies to solve unknown words such as rereading to maintain meaning. Students will learn that understanding the main points of a text helps them comprehend the story. Students will learn to monitor their reading by rereading to maintain meaning when meaning breaks down. Text Selection Anchor Chart – A Quality Reading Response… Independent Reading Revisit and Monitor classroom expectations and procedures as needed. Teacher’s Anecdotal Log