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

BIG IDEAS

• Readers know books, tell stories, and teach information.
• Readers move through books from start to end.
• Readers know the routines and structures of the Reading Workshop.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers use pictures and words to “read” and talk about “Learn about the World” books (high-­interest nonfiction)?
• How can readers use what I know about how stories go to “read” and talk about storybooks individually and with a partner?
• How do readers keep themselves reading even they forget some parts of the book?

CONTENT OBJECTIVES

Students will learn to . . .

Readers Read to Learn About the World by Thinking About What Makes Sense

• notice all the places words are for people to read.
• talk through a book by themselves and with a partner.
• use all the pages in a book including the covers to learn.
• monitor for meaning as they think and talk through a book.
• reread to make sense of what they are reading.
• reread to put an entire book together.
• reread to change their thinking.
• use both pictures and the words to make meaning on each page.
• use teacher-like voices when they read.

Reading Like Storytellers

• use what they know about favorite storybooks to tell the story across the pages.
• match what they are saying to what they are seeing on each page.
• use exact story words as they tell the story across the pages.
• say more about each page as they reread favorite storybooks
• use connecting words to put the pages of a storybook together.
• recognize words they know on each page.
• read with partners to make their storytelling even stronger.

BIG IDEAS (CONCEPTS) - READING

• Readers reread and look closely at books they know well to make their reading sound like a story.
• Readers understand the structure of how stories go, including an understanding of story elements such as characters and plot.
• Readers study pictures closely, which can help them to notice more details and understand stories.
• Readers not only read, but also talk with others about what they read.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers read and look closely at books that people have read to me over and over, and read those same books in ways that not only help them to see more, but to bring the stories to life?
• How can readers notice more and more in the books that are read, and sound more and more like a storyteller?
• How can readers use print to read, notice details, and understand books?
• How can readers read and have conversations about familiar books that help them understand the books even better?

CONTENT OBJECTIVES

Students will learn to . . .

Sessions 1-5: Using Super Powers to Look, Point, and Read Everything

• use pointer power to point to each word they read.
• point only once to each word, even the longer words.
• use sight words to monitor if their pointing matches the words on the page.
• work with their partner to strengthen their pointer skills.

Sessions 6-10

• use pictures to help them predict and read unfamiliar words.
• use the first sound of a word to help them figure out an unfamiliar word.
• persevere when words are tricky by using multiple super power strategies.
• celebrate all of their super powers by setting goals.

Sessions 11-17

• bring books to life by reading with smooth voices.
• use patterns to help them read the text.
• use ending punctuation to determine when to stop and what voice to use when reading.
• use their voices in different ways to show they understand what they are reading.
• talk about their books with partners.
• remember all of the parts of their books by telling the story to a partner.
• celebrate by reading to others.

BIG IDEAS

• Readers draw on multiple sources of information­ meaning, syntax, and the sounds of letters to read well.
• Readers look at the print and develop the concept of one-­to-one matching will help them to understand that print conveys meaning.
• Readers are flexible and independent problem solvers.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers look at words and point as they read to match what they say to the number of words they see?
• How can readers use pictures, letters and sounds and sight words to read?
• How can readers change their voices to bring books to life?

CONTENT OBJECTIVES -> in Progress

BIG IDEAS

• Readers know that just as they are getting bigger as people, they are also getting bigger as readers, tackling harder and harder books, and they will need to grow their bigger reading muscles to read those books.
• Readers understand sound symbol relationships as they extend their knowledge of letters and sounds to read unknown words.
• Readers know that as books become more complex, they can be less heavily patterned, and readers will need to do more work to figure out each page.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers use the pattern to help them read?
• How can readers use their knowledge of letters and sounds to read words they don’t know?
• How can readers think about what’s happening in the picture and story to read and talk about stories?

CONTENT OBJECTIVES

Students will be able to . . .

Sessions 1-6: Tackling More Challenging Books by Adding Pattern Power

• use multiple reading strategies to read harder texts.
• use patterns to help them read their books.
• use pictures and initial sounds to figure out new words.
• notice when the pattern changes.
• make meaning as they read.
• notice when it doesn't make sense and use strategies to fix it.

Sessions 7-12: Using Letter and Sound Power in New Ways

• use letter sound knowledge to help them read words.
• blend consonant sounds together to help them read words.
• read all the way through a word using their sound power.
• use words they already know to help them read.
• monitor for meaning, structure and visual information as they read.

Sessions 13-19: Putting All the Strategies Together

• look closely at pictures to get more details which helps to figure out words.
• recognize sight words even when they have inflected endings.
• use what they know about how stories go to make predictions about how their books will go.
• reread to improve their comprehension and fluency.
• talk about how their characters: what they are doing, how they are feeling and why they feel that way.

BIG IDEAS

• Play-based reading games can reinforce reading skills.
• Setting up reading mats prior to reading helps readers to increase their stamina.
• Thinking, talking, and role-playing brings books to life.
• Readers work not just with partners, but with clubs, too, and they don't just read together, they also play reading games, play school, and act out books.
• Readers use post-­its to monitor their reading.
• Book clubs teach each other the important things about topics read.
• Reading and rereading poems out loud helps you hear the rhythm and beat poems create which increases your ability to read fluently.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers think and talk about characters in the stories they read?
• How can readers learn, think, and react to nonfiction books?
• How can readers change their voices to read and understand poetry well?

CONTENT OBJECTIVES

Students will be able to . . .

Sessions 1-8: Developing Stamina and Increasing Volume of Reading

• read for longer periods of time.
• react to what they are reading and share their reactions with partners.
• draw or write a word on a sticky note to help them remember the thinking they want to share.
• use more precise and more varied words to describe how characters are feeling.
• set goals for themselves to help them read more and more.
• act out stories in their minds as they read.
• find other fun things to do with books with friends.

Sessions 9-14: Learning from All-About books

• ask questions about what they are reading.
• react to what they are learning.
• use expert words when they are talking about their topic.
• find fun things to do with nonfiction books with friends.
• notice when information in books on the same topic is the same and when it is different.
• act out parts of their books.

Sessions 15-18: Reading Poetry

• reread poems to get the rhythm and feeling.
• use the feeling of the poem to read it well.
• create their own poems with similar sound patterns to ones they read.
• celebrate by performing their poems and favorite poems.

BIG IDEAS

• Readers use strategies to read nonfiction texts with understanding.
• Readers read nonfiction to learn about topics of interest.
• Readers talk with and teach a partner about nonfiction topics.
• Readers know that information about one topic can be accessed from multiple texts.
• Readers know that the pages in their books can make them think and ask questions.
• Readers collect "expert" words from nonfiction text that are relevant to a topic that they should understand.
• Readers combine their learning from more than one book and compare and contrast books.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers notice more and more in the books they read?
• How can readers learn new things from the pictures and words?
• When readers put together a couple of books that are about one thing, how can they learn from one and add it to what they learn from the next book?

CONTENT OBJECTIVES -> in Progress

BIG IDEAS

• Readers use strategies to figure out hard parts.
• Readers use resources such as context and pictures to figure out hard parts.
• Readers read with purpose.
• Readers retell stories to check for meaning.
• Readers reread stories to improve fluency.
• Readers help partners get unstuck and fix errors.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can readers be strong and not give up when they reach to the hard parts in books?
• What strategies do readers use when books get hard?
• How do readers think about the story and about how books sound to figure out tricky words?
• How do readers notice when something read doesn't make sense or sound right and then use multiple strategies to fix up their reading?
• How do readers apply decoding strategies to read books?
• How can self- checking strategies improve reading?
• How can partner work improve reading?
• How can recalling the main parts of a story improve reading?

CONTENT OBJECTIVES -> in Progress

BIG IDEA

• Writers can gather information to answer their questions.
• Writers can use sounds and letters to write labels and record what they are learning.
• Writers work together to research topics in which they are interested.

ESSENTIAL QUESTIONS - Students will keep considering . . .

• How can writers write lots of books about the things that they study?
• How can writers observe and study real things (like leaves) and draw and write lots of details to teach others?
• How can writers study and learn from other books and try some of those things in their own writing?
• How can writers get better at writing with details and putting more information in their books so readers learn more?
• How can writers write lots of books on topics using all they have learned about writing like a scientist?

CONTENT OBJECTIVES -> in Progress