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Rationale: Students should understand that good readers read a variety of texts for a variety of purposes.
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Content Standards:
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
a. Reads a variety of texts for information and pleasure.
ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
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Objectives:
The student will listen to the teacher’s explanation of his reading habits and discuss what he learned about the teacher as a reader to continue constructing an answer to the essential question.
The student will explore a variety of texts and begin a list of the genres he likes to read and the purposes for which he reads.
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Assessment: Observation, Sticky Notes, Reader’s Notebook
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Materials: WALT/WILF, Teacher’s Bag of Books reflecting a couple of purposes for his reading, Notebook or Sticky Notes for recording students thinking, “Habits of Real Readers” Anchor Chart
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Reader’s Workshop
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Crafting in Reading (Whole Group Work):
- Connection: Yesterday we began thinking about the habits of real readers, and you noticed these things about us as readers. (Review anchor chart with students thinking added.) Today we will spend a few minutes thinking further about what we know about the habits of readers. The standard we are working on calls for you, as readers, to read a variety of texts for information and for pleasure (ELA3R3a). Do you think the books I shared with you yesterday were read for pleasure or to gain information? I’m going to share a few more things from my bag of books with you today, and I want you to be thinking about our essential questions while you listen to me. “What are the habits of good readers?” and “What are some purposes, or reasons, for reading?”
- Teaching Point: I have selected several things from my bag of books that I’d like to share with you today. This first one is something I read every morning, the newspaper. But I don’t read it this way; I read it on-line on my computer! I also read and write e-mails and postings on Facebook every day to know what is happening with my co-workers, my friends and my family. Yesterday you learned that I love cats and like to read about them for pleasure. Once, Senior Kitty stopped eating his food and I was worried about him. I went to the bookstore and found this book about cat behaviors to see if I could figure out what might be wrong. One other thing I want to share with you is this research book. I often read books like this to stay abreast of the latest information about my job. Now, I want you to think for a moment about what you have seen and heard me talk about this morning. Turn and talk to your partner about what this tells you about me as a reader, especially what you noticed about the types of text and different purposes you saw for my reading. (Listen in as students talk about what they noticed and choose 2 or 3 to share out with the group. Record responses in notebook or on sticky notes.)
- Active Engagement: Many of you noticed that I read many different types of text (newspaper, e-mail, internet, nonfiction), and that I read for different purposes (to learn, communicate, for pleasure, for work, etc.) Think about yourselves as readers. What are the different types of text you read and reasons why you read them? Turn and talk to your partners and share your reading habits with them.
- Link: In our reading workshop this year we will be learning and practicing many things that real readers do. As you browse through more books from our class library during composing meaning today, I want you to notice the different types of text you find and think about why a reader would read these types of text. Choose one or two you will read and think about your purpose for reading them. Review the WILF (What I’m Looking For) and send students off to compose meaning.)
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W.I.L.F.:
- Must-browse through books from the basket at your table and discuss the different types of text you find
- Should-select a book to read and think about your purpose for reading this text
- Could-discuss with your table partners the books you discovered and begin a list of the types of books you would like to read and the purposes for which you read
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Composing Meaning/Independent Work: Students will browse through baskets of texts selected from the classroom library (including magazines, newspapers, fictional books from various genres, and informational books about various topics) and select a book(s) to read.
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Invitational Groups/Conferences: The teacher will monitor students and conduct drop-in conferences to guide selection, learn about genres of interests, etc. He will record anecdotal notes about student interests and purposes for reading.
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Reflection: Have several students share what they have learned about themselves and classmates as readers.
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