Standards: Connecticut has adopted the Common Core State Standards (CCSS) as the Connecticut State Standards (CSS).

THE TENETS OF WORKSHOP

• Readers follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
• Readers choose books that represent interest, level, and purpose.
• Readers practice the routines of Reading Workshop time.
• Readers read independently for longer periods of time.
• Readers extend ideas from books by thinking, talking, and writing about text with a partner.

VISION OF THE GRADUATE COMPETENCY

• Knowledge

BIG IDEAS

• Readers are part of a supportive reading community.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How do readers develop good habits for before, during, and after reading?
• How can readers develop habits for reading more and more books and for longer periods of time?
• How can readers tackle hard words in their books?
• How can reading partners build good habits for reading and talking about books together?

CONTENT OBJECTIVES

Students will be able to . . .

Session 1: Preview Texts

• study the cover illustration and the title to make an informed prediction of what the story is about.

Session 2: Reading Builds Habits: Readers Do Something at the End of a Book

• reread a favorite part, reread the whole book, think back over the parts, retell it to oneself.

Sessions 3 and 4: Reading Requires Stamina: Readers Get Strong by Reading More and More

• keep track of their reading volume, make a plan for their reading, set goals.

Sessions 5 and 6: Reading with Fluency and Intonation

• re-read to smooth out their voice.
• read smoothly in phrases.

Session 7: Re-reading

• re-read for new details that they may have missed the first time.

Sessions 8 - 14: MSV (Meaning-Structure/Syntax-Visual): a variety of clues in books help readers make meaning

• draw on context clues to figure out what a book, page, or a word is about.
• use clues to check the meaning of words and a text.
• use learned strategies when they come across tricky or unknown words.
• look through the whole word and not just the first or second letter.
• read words and draw on surrounding clues in context to make meaning.
• self-correct and monitor their understanding by double checking their reading.
• demonstrate persistence when reading.
• use vowels in two ways (long and short).

Sessions 15 - 17: Readers' Celebration

Partner Time

• Work collaboratively with a partner to discuss a text.
• Read together with a partner at the end of a text.
• Remind each other of good reading habits.
• Grow ideas together with a partner.
• Introduce books to partners before reading.
• Coach/help each other to solve tricky words, instead of tell.
• Do something together at the end of a book.
• Set goals together after reflecting upon their previous work together.

VISION OF THE GRADUATE COMPETENCY

• Resilience

BIG IDEAS

• Knowing what strategies to draw on without giving up guides readers towards an individual goal.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How do readers use what they know about letter sounds and sight words to solve and check hard words?
• How can readers make sure to notice problems as they read in order to stop and solve those problems right away?
• How can readers use high­ frequency words to read and solve words?
• How can readers use words and word parts to solve even harder words?

CONTENT OBJECTIVES

Students will learn to . . .

Sessions 1-5: Look For and Solve Tough Words

• notice when something is wrong in their reading and stop to fix the problem.
• know what they are doing (and not doing) when they encounter trouble.
• self-­monitor for meaning (rereading, pausing, searching the page for clues).
• make attempts and check their attempts in order to decode tricky words.
• use meaning, structure, and visual information equally.
• break words into parts, using what they know about letter combinations and word parts.
• recognize known words with automaticity in continuous text.
• understand what they have read.

Sessions 6-10: Reading with Automaticity

• read high frequency/snap words quickly
• use clues to to help make sense
• recognize onset-rime when solving tough words

Session 11: Strategies to Read Words

• chunking/segmenting words
• Beginning sounds - blends, digraphs
• Ending sounds - ing, ed, s/es
• Vowel(s) pairs -ea, ee, oa, ou, ai, oo

VISION OF THE GRADUATE COMPETENCY

• Knowledge

LONG TERM GOALS

• People build identities as learners by persisting and using strategies when faced with challenges.

BIG IDEAS

• Readers gain information from nonfiction text.
• Readers are responsible for synthesizing information and remembering all parts, rather than singular details.
• Readers have conversations to deepen understanding of nonfiction text.
• Readers ask and answer questions by reading multiple books on a topic.
• Readers pay attention to craft and structure to enhance their fluency.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers learn lots of information about lots of nonfiction topics?
• How can readers learn and talk about information from every page of their books?
• How can readers solve hard words in their books in order to keep reading and learning?
• How can readers make their reading voices sounds like experts?

CONTENT OBJECTIVES

Students will be able to . . .

Session 1: Preview Texts

• study the cover illustration and the title to make an informed prediction of what the book is about.

Session 2: Find Details

• read each page in a nonfiction text closely.
• study each page.
• think about what new information will come next.

Session 3: Talk About their Reading

• use their own words to restate the ideas in the text.
• make inferences about what has already occurred or will happen afterward.
• use charts to think and say more about the book.

Session 4: Check for Understanding

• recall what they learned about the topic by giving examples from the text.
• learn from the labels in their informational text.

Session 5: Read with Fluency, Including Stress and Intonation

• read with smooth and lively voices.
• determine which words or ideas need to be stressed to make them sound important.

Session 6: Celebrate New Learning

• reflect on and share new learning with peers.
• set goals for future nonfiction reading.

Sessions 7 - 12: Read Challenging Words in Informational Texts

• persist with strategies when presented with a challenging word.
• use the beginning, middle, and ending parts of a word to.

Partner Time

• Work collaboratively with a partner to discuss a text.
• Read together with a partner at the end of a text.
• Remind each other of good reading habits.
• Grow ideas together with a partner.
• Introduce books to partners before reading.
• Coach/help each other to solve tricky words, instead of tell.
• Do something together at the end of a book.
• Set goals together after reflecting upon their previous work together.

BIG IDEAS

• Readers know that the adventures and experiences of characters in stories advance the story in some way because authors make deliberate choices about what characters will do, say, and think.
• Readers know that characters are revealed by their thoughts, words, and actions.
• Readers talk about many things when discussing characters, from literal descriptions to feelings and behaviors.
• Readers notice more about their characters as they reread books and act out or visualize different scenes.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers get to know the characters in books really well?
• How can readers notice lots of things about characters: the things they do, how they feel, and what they think?
• How can readers reread and act out books with a partner in ways that help readers understand and express things about the characters?
• How can readers reread books to get ready to share them with an audience?

CONTENT OBJECTIVES -> in Progress

BIG IDEAS

• Readers take charge of their own reading to solve problems.
• Readers are flexible when using strategies to solve a reading challenge.
• Readers think about what is happening in the story to solve a problem with an unknown word.
• Readers have many jobs that they must handle while reading.
• Readers self­-monitor as they read.
• Readers integrate all three cuing systems as they read.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers take charge of their reading, stopping to solve hard words in their books?
• How can readers use everything to know to solve and check hard words?
• How can readers be flexible and persistent to solve even harder words?
• How do readers make sure they understand what they are reading?
• How do readers use everything they know to solve words, read smoothly, and understand the story

CONTENT OBJECTIVES

Students will be able to . . .

Sessions 1-5: Readers monitor their reading and take action when they encounter problems.

• stop when meaning breaks down, problem solve and persist.
• identify points of challenge when reading and use a word solving strategy (check the picture, look at all parts of the word, get a running start, check it and double check it, try it two ways, crash the parts together, do a slow check, say the word the best you can while thinking what it means).
• try another strategy if the first doesn't work.
• conduct a triple check: Does it look right, sound right, make sense?
• ask a partner for help.
• identify strengths, areas for growth (in terms of strategy use), and make a plan to encourage variety of strategy use.

Sessions 6-11: Readers add to and reinforce their growing repertoire of word solving strategies.

• Think about what makes sense, what sounds right, and what looks right as they read.
• Think flexibly and use all they know about words.
• Build fluency through sight word automaticity.

Sessions 12-15: Readers work hard to understand their books.

• Reread when things don't make sense.
• Visualize what's happening.
• Pay attention to dialog.
• Make sense of unfamiliar strategies.

Sessions 16-18: Readers use their entire repertoire when they read.

• Monitor quickly.
• Work on their fluency.

Partner Time

• Partners encourage, coach, and celebrate their partners.
• Partners listen to and accept their partners' feedback.

BIG IDEAS

• Readers build meaning before, during, and after reading.
• Readers use pre-reading strategies.
• Readers connect the pages together as they read.
• Readers use rereading to notice details readers miss the first time around.
• Readers grow ideas about how characters feel and how and why those feelings change across a story.
• Readers think about how characters feel, and read with intonation and expression, so that they can grow a deeper understanding for the story.
• Readers consider the lessons characters learn and how those lessons can apply to their own lives in the real world.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers study the characters, setting, and story events to understand what is happening and share ideas with others?
• What can readers do before, during and after reading to understand the story well?
• How can readers learn more and more about the characters in their books and read in a way that shows what they know?
• How do readers discover the lessons stories teach?

CONTENT OBJECTIVES

Students will be able to . . .

Sessions 1-5: Readers increase their engagement in the stories they read.

• ​preview texts prior to reading: sneak peak.
• study the front and back covers of a book before reading it and look inside the book to infer where the characters are going and what they are doing in the story.
• study the contents page.
• discuss with partners what they learned from their previews.
• remember key details: who, where and when events take place in a story to predict what will happen next in a story.
• re-telling important parts of a story in sequence.
• take notes of important parts during reading to keep track and re-tell a story.
• re-reading: readers revisit books to notice more.
• add to their initial understanding of a story by re-reading for new and/or additional details.
• ask questions based on what they observe during reading and re-reading.
• make connections between different parts of a story.
• connect parts of the story together.

Sessions 6-12: Readers pay attention to learn all they can about the characters they meet in their texts.

• accumulate more information about different characters as they read.
• demonstrate the important role characters play in a story by using details from the text.
• use visual clues (illustrations) to learn about characters in the text.
• read with smooth and expressive voices.
• identify secondary characters in their stories and make connections to familiar/popular movies with multiple characters.
• notice the relationships among the characters in their books, using their observations to get to know both the main character and the secondary characters even better.
• keep track of important dialogue in stories.
• make inferences.
• pay attention to character change.
• add to what they know about a character.
• step into the character's shoes to get to know then realy well.
• match their voice to the character's feelings.

Sessions 13-16: Readers learn from the lessons their characters learn.

• understand how the character solves the problem and what the character learns.
• have life lessons in mind when they orient.
• think about categories of life lessons.

Sessions 17-18: Readers have opinions about their books.

• share their opinions.
• rehearse what they will say about their opinions.

Partners . . .

• retell what happened in an adventure story.
• re-read with a partner to see even more details.
• re-read to sound like the character.
• share books with partners.
• practice their fluency.

BIG IDEAS

• Readers of nonfiction read across multiple texts on one topic.
• Readers of nonfiction compare and contrast what they are learning and thinking across multiple texts to develop new ideas.
• Readers of nonfiction synthesize parts within one text to the whole text asking themselves, "How does this part fit with the entire book?"
• Readers share, compare, contrast, and push one another's thinking in book clubs.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers collect and organize information from several resources on one nonfiction topic?
• How can readers work collaboratively to share information on a nonfiction topic in order to develop new ideas on an individual reader basis?
• How can readers in a book club grow ideas together?
• How can readers synthesize and summarize the information they have read, especially across different parts of a book?
• How can readers add their own ideas to facts they have read?
• How can readers in a book club compare and contrast two texts on the same topic and put together this information to come up with newer, bigger thinking?

CONTENT OBJECTIVES -> in Progress