Reader's Workshop: Revisiting The Rules And Procedures That Make It Work
Lesson 1 of 4
Objective: SWBAT propel conversations by posing and responding to questions that relate to the text to broader topics by engaging in Reader's Workshop.
The beginning of second semester is always chaotic. New students enter the classroom not knowing the classroom rules and returning students have forgotten the rules and procedures. This unit will remind students the rules and procedures of our Reader's Workshop Classroom.
We will begin class with a four minute free write answering this question:
For our classroom to run successfully, what are your personal responsibilities?
After four minutes of writing, students will share out for one minute. Students will share out by writing responsibilities on board. That will serve as a great visual "to-do" list for personal responsibilities. Plus, I can save their Smart Board notes and bring it back up to review when students need a gentle reminder.
Today we are remembering how to read critically. I will begin the lesson by drawing two squares on the board. These represent the READER RESPONSE FRAME (what the story/article says on the surface) and the CRITICAL FRAME (what the story/article is whispering to us).
I will ask students to help me remember things we look for inside each frame. Here is a critical reading frame picture and the type of thinking that happens in each one.
Often times when I ask students to read and annotate, they tell me they aren't sure what to say. This lesson helps them remember what to look for in a piece of text. I'll explain to my students that we, as readers, can't live solely in the Reader Response Frame and we will be working on living in the Critical Response Frame throughout second semester. The standards may begin in Reader Response (Cite strong and thorough text evidence) but quickly move into Critical Frame (in analysis of the what the text says explicitly and inferring) (RL 9-10.1).
Student Work Time
During today's student work time they will be reading Esther Cepeda's article "The Writing is on the Wall." The link is to a fabulous Article of the Week resource that includes a Common Core focused reading and/or writing task with each article. The AOW work is Dave Stuart's who based his work on Kelly Gallagher's original Article of the Week. Dave has taken articles and tied them directly to CCSS. It is such a great resource! This 2012 article published by The Washington Post Writer's Group is a commentary on the state of education, reading and writing within America. This is the first time in about six weeks that students will be reading an argumentative article. Since we are practicing both procedures for Reader's Workshop and Critical Reading Skills, we are going to move through the article slowly.
I will direct students back to our critical reading list on the board and ask them to read and annotate the article. When annotating, I remind students to record their thinking. I use annotation consistently in class. It is an excellent way for me to learn what the students know and to evaluate their skills. When I confer with students, I often ask them to read their annotations aloud to me. It helps them think aloud and to read what they were thinking while they read.
I will put two main reading goals on the board.
1. Identify the author's claim (RI 9-10.5)
2. Identify two pieces of evidence the author's uses to support her claim (RI 9-10.5)
Students will read the article and annotate paying particular attention to the two main goals. While students are reading, I will walk around and confer with students who seem to be having a difficult time.
This is the first day of three that students will be working with this article. To end class today, I will ask students to write one question about the text itself or the topics in the text (W-9-10.10). We will begin the next class period with these questions .