Readers Workshop. FoundationsStudy Middle School

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1 Readers Workshop Teacher Edition FoundationsStudy Middle School

2 Online Resources: Community of Learning Foundations Study Materials: Download before you begin the study. This foundations study includes an Online Resources packet, which is posted on the America s Choice Community of Learning. In the packet, you will find materials such as a reading interest inventory, a chart for monitoring student reading, and student materials for the lessons. Additional online resources include the America s Choice Reading Monograph series. When you visit the Community of Learning, you can participate in a discussion group that allows you to post questions and share information. We recommend that you download and print the entire Online Resources packet as you prepare to teach the lessons. Because we revise these resources periodically, you will want to visit the Community of Learning each time you teach the study. Go to: Look for: Complete: Identify specialty area: Click on: Go to: Log in: Locate resources: New Users New User? Register here. All of the information on the registration form. ff If your school is implementing the America s Choice School Design, select Literacy as your specialty area. ff If your school is implementing the America s Choice Writing Aviator program, select Writing Aviator as your specialty area. Register Now! Registered Users Enter your user name and password. ff If your school is implementing the America s Choice School Design, select K 8 Schools or High Schools, and check for literacy resources in the Toolkit. f f If your school is implementing the America s Choice Writing Aviator program, select Writing Aviator, and check for Online Resources in the Toolkit. We will send you a user name and password within 72 hours. Questions? communityoflearning@ americaschoice.org Need further directions? communityoflearning@ americaschoice.org America s Choice is a subsidiary of the National Center on Education and the Economy (NCEE), a Washington, DC-based non-profit organization and a leader in standards-based reform. In the late 1990s, NCEE launched the America s Choice School Design, a comprehensive, standards-based, school-improvement program that serves students through partnerships with states, school districts, and schools nationwide. In addition to the school design, America s Choice provides instructional systems in literacy, mathematics, and school leadership. Consulting services are available to help school leaders build strategies for raising student performance on a large scale by America s Choice All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system without permission from the America s Choice permissions department. America s Choice and the America s Choice logo are registered trademarks of America s Choice. Every effort has been made to contact the copyright holders for permission to reprint borrowed material where necessary. We regret any oversights that may have occurred and would be happy to rectify them in future printings. First printing, ISBN products@americaschoice.org

3 Contents Middle School INTRODUCTION America s Choice Foundations Studies Support for English Language Learners LESSONS Week 1: The Wide, Wide World of Reading Overview: How These Lessons Address ELLs Needs Lesson 1: Celebrating Books Lesson 2: Being a Reader Lesson 3: Why Reading Is a Good Thing to Do Lesson 4: Expectations for Reading Lesson 5: Reflecting on Reading Week 2: Reading Narrative Text Overview: How These Lessons Address ELLs Needs Lesson 6: Reading Narrative Text Lesson 7: Summarizing Narrative Text Lesson 8: The Structure of Narrative Text, Part Lesson 9: The Structure of Narrative Text, Part Lesson 10: Reflecting on Narrative Text Week 3: Reading Informational Text Overview: How These Lessons Address ELLs Needs Lesson 11: Reading Informational Text Lesson 12: The Structure of Informational Text Lesson 13: Summarizing Informational Text Lesson 14: The Features of Informational Text: Textbooks Lesson 15: Reflecting on the Readers Workshop Foundations Study: Middle School i

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5 Middle School Foundations Study Middle School Foundations Study Middle School Foundations Study Foundations Study Middle School Foundations Study Middle School Foundations Study Middle Middle M School Foundations Study Middle School Foundations Study Middle School Foundations Study Middle Sc Foundations Study Middle School Foundations Study Middle School Foundations Study School Found Study Middle School Foundations Study Middle School Foundations Study Middle Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S Middle School Found Study Middle School Foundations Study Middle School Foundations Study School Foundations Study School Foundations Study Middle School Foundations Study Middle Middle Middle School Foundations S Middle School Foundations Study Middle School Foundations S Middle School Foundations Study Middle Foundations Study Middle School Foundations Study School Foundations Study Middle School Found Study Middle School Foundations Study Middle Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S Middle School Foundations Study Middle School Found Study Middle School Foundations Study School Foundations Study Middle School Foundations Study School Foundations Study Middle Middle Middle School Foundations Study Middle School Foundations S Middle School Foundations S Middle School Foundations Study Middle School Foundations Study Middle Foundations Study School Foundations Study Middle School Foundations Study Middle School Found Study Middle Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S Middle School Foundations Study Middle School Foundations Study Middle School Found Study School Foundations Study Middle School Foundations Study Middle School Foundations Study Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S School Foundations Study Middle School Foundations Study Middle School Foundations Study School Foundations Study Middle School Foundations Study Middle School Foundations Study Middle Middle M School Foundations Study Middle School Foundations Study Middle School Foundations S Middle Schoo Foundations Study Middle School Foundations Study Middle School Foundations Study School Founda Study Middle School Foundations Study Middle School Foundations Study Middle Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S Middle School Found Study Middle School Foundations Study Middle School Foundations Study School Foundations Study School Foundations Study Middle School Foundations Study Middle Middle Middle School Foundations S Middle School Foundations Study Middle School Foundations S Middle School Foundations Study Middle Introduction

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7 America s Choice Foundations Studies overview The America s Choice Readers Workshop foundations studies are part of the America s Choice School Design. They are designed to help teachers establish the rituals, routines, and artifacts of the Readers Workshop in their classrooms. Reflecting the most current research on effective reading instruction, these studies: Teach students about reading, within the context of authentic reading, using texts with authentic language Use multiple instructional groupings and a variety of instructional methods Build background knowledge of text structures, stories, and language Provide specific feedback to students to support their reading development Model and demonstrate the use of reading strategies Provide daily opportunities for students to read books that they choose Give students regular opportunities to respond to reading through discussion and writing Provide explicit support for English language learners (ELLs) during the Readers Workshop A foundations study is a series of lessons that assist teachers in setting up the rituals and routines of the Readers Workshop. By description working through the lessons sequentially, you lead students through a series of learning experiences, from simple to more complex. The lessons use a variety of modeling and think-aloud demonstrations to teach appropriate reading behaviors as well as skills and strategies used by effective readers. As the lessons progress, students develop the reading habits and knowledge they need for the work ahead. The lessons also provide supports that enable ELLs to participate successfully in the study and to grow as writers and readers. During the study, you will administer informal formative assessments as a basis for monitoring students reading progress. Additionally, the students will produce informal, weekly written reflections, along with a more formal statement at the end of these initial lessons. These can serve both as formative assessments of the students knowledge and attitudes about reading, and as a baseline for comparison with future work. While using the foundations study lessons, you will develop a greater awareness of your students as readers, collecting anecdotal evidence of their reading habits and behaviors. With this awareness, and the model of the instructional process contained in the lesson continuum, you will be able to continue the Readers Workshop after you teach this study, creating additional lessons tailored to your students needs. Foundations Study: Middle School 1

8 Introduction America s Choice Foundations Studies features The America s Choice Readers Workshop foundations study lessons include many features to support teaching and to promote learning by all students. The goals of each lesson are described in the learning objectives and the language objectives. The target words help students build the vocabulary they need for the work they will do in the workshop throughout the rest of the year. Learning Objectives Each foundations study lesson articulates specific objectives for student learning. These objectives build on previous lessons so students develop background knowledge and apply new learning. The learning objectives are supported by the students language objectives. Language Objectives The language objectives describe the language skills that students need to learn, and they explicitly describe the work students will do with vocabulary during each lesson. Many of the language objectives call for the use of sentence frames to encourage frequent, appropriate use of the language of the workshop. Target Words: Language of the Readers Workshop Most of the foundations study lessons identify target words or the language of the Readers Workshop used regularly within the context of the workshop. You will introduce these words during the opening lesson, reinforce their use throughout the lessons, as appropriate, and place them on a word wall or chart for student reference. Each student will develop a glossary of these words to use as they read and write. teaching the study The America s Choice foundations studies for establishing the Readers Workshop in secondary classes are designed for use during the first 15 days of the workshop. The lessons are grouped by the significant work to be accomplished each week. Students read both narrative and nonfiction texts. The foundations studies culminate with a final student project. Rituals and Routines In Readers Workshop, you will work with students to establish rituals (the way something is done, where materials are kept and accessed, what to do after each activity, etc.) and routines (what always happens, predictable structures). Before you begin this study, you will need to decide: Where to display the target words and the charts that support the Readers Workshop What kind of notebooks students will use as Reader s Notebooks Where students Reader s Notebooks will be kept 2 Readers Workshop

9 Introduction America s Choice Foundations Studies Where students will keep their independent reading books and any other courserelated materials, including textbooks Where the classroom library will be located, how it will be displayed, and what procedures will be used for students to check out books The foundations study lessons will help ensure that rituals and routines are firmly established, though you may need to review them periodically. Clear, consistent rituals and routines give all students (including ELLs) predictability in their learning environment, allowing them to focus on learning new content. Readers Workshop The Readers Workshop structure provides time for instruction, independent work, and most importantly conferring and guided reading. The typical Readers Workshop has three parts: An opening lesson, which is whole-class instruction focused on rituals and routines, skills, or strategies A work period when students work individually or in small groups, and you confer with individual readers or work with small groups on focused guided-reading lessons A closing meeting that may focus on students progress and is usually linked to the instruction during the opening lesson Within each of these routines, you will establish rituals to help students understand what needs to happen and how, maximizing both the teaching and the learning that occurs throughout each day and throughout the rest of the year. Many teachers find it challenging to allocate the right amount of time to each part of the Readers Workshop. How you allocate time communicates the value you place on instruction, student work, and reflection. It is important to remain aware of how much time you use for each part of the workshop, so students can read independently every day. But sometimes the opening lessons will run longer at the beginning of the Readers Workshop implementation, because you are teaching the rituals and routines concurrently with content. Foundations Study: Middle School 3

10 Introduction America s Choice Foundations Studies The Readers Workshop Model Students will do independent reading daily, before or during the workshop. Closing Opening Celebration Reflection Lesson Tie to standards Skills Tie to lessons Reading strategies Tie to 25 Books Rituals and routines Read aloud Shared reading Book discussion to model Book Talks Work Period Teacher Reading conferences Small groups Monitor student work Facilitate literacy activities Assess students' reading levels (informally) Students Maintain Reader's Notebooks, including glossary of literary terms Partner reading Book discussion groups Author and genre studies Authentic literacy activities Literacy Audiobooks Classroom library Research area (topics, authors) Reading responses Opening In the opening meeting, you teach short, focused lessons on a workshop routine (procedure), skill, or strategy. This is the routine that helps students move into independent, partner, or group work in the work period to apply what was taught in the lesson. In the opening, you can set the focus of the workshop s reading tasks by the content of the lesson. The opening should take no more than 15 minutes. Each lesson contains both a learning objective and a language objective. If the language objective includes a sentence frame, post it at the appropriate time so students can use it as they speak and write. Work Period During the work period, students apply what you taught and modeled in the opening lesson. This routine is critical for student learning. As students build their reading stamina and can work independently for longer periods, the work period will naturally expand, lengthening to minutes as you continue to teach the workshop. 4 Readers Workshop

11 Introduction America s Choice Foundations Studies As students learn more about how to work in Readers Workshop, they will be able to engage in a broader range of activities. You should set the agenda early so students learn each of the routines expected of them as readers. During the work period, students can: Read independently from just-right books Read with a partner Respond to their reading in their Reader s Notebooks Discuss books in book discussion groups Read as part of authentic literacy activities, such as: Reader s theater Transformations: changing stories into dramatic forms, illustrating poetry, creating alternate endings, etc. Reflecting on quotations or sections of text Reading with audiobooks Researching a topic of interest Retelling Participate in an author study Students responses (both oral and written) will vary based on their English proficiency levels. The earlier the level of English proficiency, the more support ELLs will need to try the strategies. During most work periods, students have two tasks: reading and responding to what they have read in some way. The most important factor in the success of the Readers Workshop is the accountability you and your students share for what happens during the work period. You need to hold students accountable for what they know must be done, and eventually they will begin to hold each other accountable. Closing The Readers Workshop ends with the whole group refocused on what was accomplished through the lesson and its immediate application. Activities that can be part of an effective closing include: Reader s chair students share their attempts at using a reading skill or strategy and describe the difference it made to their reading Read-around students share a single example of the focus of the opening lesson (a simile, a question about the text, or a compound word) found in their reading Teacher sharing a time to address an important issue raised during a conference or guided-reading group Student sharing of written responses Small-group sharing students share accomplishments Partner sharing students share a strategy for reading each other s work Foundations Study: Middle School 5

12 Introduction America s Choice Foundations Studies Evaluation and solving of problems a discussion of how to solve a reading problem Book talks students give a brief book talk to encourage others to read a book they enjoyed Read aloud students celebrate the work of reading by listening to you read aloud a favorite text The closing is a time to reflect on the workshop. It reinforces students sense that they are part of a reading and learning community that values and celebrates each other s work. ELLs benefit from repeated modeling, practice, and application of the various rituals in the closing routine. Reader s Notebooks Learning how to use a Reader s Notebook is essential to students reading success. Students need to learn how to use the notebook to reflect on their reading, to practice skills and strategies, and to write in order to comprehend text. Becoming a reader requires thinking deeply about text. The entries in the notebook deepen students understanding of the texts they are reading. These entries lead students to improved comprehension and a deeper understanding of themselves as readers. A Reader s Notebook can be anything from a spiral notebook to a composition notebook to a folder. You will keep and use your own notebook to model using reading strategies, to share work, and to reflect on your own growth as a reader. No matter what goes into the Reader s Notebook, readers write in it consistently. Possible entries include: What did I wonder about the text? What questions did I have? What books would I like to read? What character was my favorite and why? What part of the text did I like best and why? What words were hard? How did I figure them out? What did I do when I got stuck in my reading? What is my current reading goal? How did I accomplish my previous reading goal? How was this book like something that happened to me? What was one line in the book that captured my attention? What did it make me think of? Many teachers have posted these prompts as springboards for student reflection about what they have read. If ELLs are not yet ready to respond in English, allow and encourage them to draw and write in their Reader s Notebooks in their primary language, if they can. 6 Readers Workshop

13 Introduction America s Choice Foundations Studies Reading Folders Each student maintains a Reading Folder that contains a Reader s Notebook and other materials for the course. The Reader s Notebook includes written responses to text and reflections on reading progress and behaviors. The set of class Reading Folders should be easily accessible by both you and the students. Attribute and Reference Charts Many of the lessons include creating attribute and reference charts to record students thinking about reading habits and processes. These charts not only guide students as they read, but they also record the classroom language about reading and support students thinking about what they are learning. Texts Specific texts are provided or suggested for some of the lessons, but for others, you will select texts from local sources, including literature anthologies. The lessons include ideas for these texts or descriptions of the type of texts that would be appropriate. Assessment and Grading Opportunities Many lessons include tasks where students can demonstrate their progress and understanding of specific strategies and skills. These tasks result in a product you can assess and grade. All lessons provide opportunities for formative assessment by allowing you to observe and conference with students. supports The America s Choice foundations study lessons support and facilitate teaching in a variety of ways. The Note to Teacher sidebars provide criteria for selecting texts, background information to supplement the lesson, tips about how to take the lesson deeper, and sentence frames to support students who are learning English. The chart graphics give you an idea of what your class charts might look like. more on teaching reading You will find useful information to help students become better readers in the America s Choice Reading Monograph Series posted on the Community of Learning. These monographs provide in-depth explanations of the instructional strategies that support reading development and more information about rituals and routines. The titles in this series are: Book Discussion Groups Reading Conferences Fluency and Comprehension Rituals, Routines and Artifacts Independent Reading Vocabulary Read-Aloud/Think-Aloud Foundations Study: Middle School 7

14 Introduction America s Choice Foundations Studies what s it look like? What should a Readers Workshop look like after the initial lessons? Life in a workshop classroom is a social experience, where students follow predictable structures and have a predictable time for reading daily. After teaching the foundations study lessons, you should see evidence that students understand the rituals and routines and are beginning to take responsibility for knowing the workshop structure. They should be able to explain what they do in the opening, work period, and closing. During the workshop, you should hear students reading and discussing their reading with each other. Students should understand what the workshop artifacts are and how these artifacts help them grow as readers. Envision a classroom where: Instruction is based on standards. Students have daily opportunities to develop good reading habits, to practice reading strategies during independent reading, and have time to discuss books and reading strategies with others. The teacher confers with students about their work as readers. Assessment of student reading, in conjunction with a deep understanding of grade level expectations, drives instruction. The classroom walls are a rich resource for learning. Students understand the importance of focused independent reading time and that it is essential for success. The foundations study lessons will help students learn to use the classroom purposefully, use classroom resources efficiently, and work independently. After teaching these lessons, you will see and hear a literate community of students who are ready for an ongoing journey toward becoming successful, proficient readers. 8 Readers Workshop

15 Introduction America s Choice Foundations Studies Week 1 Lesson 1 Celebrating Books Readers Workshop Foundations Study: Lesson Sequence Lesson 2 Being a Reader Lesson 3 Why Reading Is a Good Thing to Do Lesson 4 Expectations for Reading Lesson 5 Reflecting on Reading Week 2 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Reading Narrative Text Summarizing Narrative Text The Structure of Narrative Text, Part 1 The Structure of Narrative Text, Part 2 Reflecting on Narrative Text Week 3 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Reading Informational Text The Structure of Informational Text Summarizing Informational Text The Features of Informational Text: Textbooks Reflecting on the Readers Workshop Foundations Study: Middle School 9

16 Introduction America s Choice Foundations Studies Charts and Texts Used in this Foundations Study Lesson Charts Texts 1 Ways to Choose Books Glossary of Reading Terms Books to Consider How to Interview a Book A classroom collection of books and students independent reading books will be used throughout the study. Lesson 1 includes ideas for assembling your classroom collection and helping students select just-right books for independent reading. 2 3 Table of Contents Ways to Choose Books Why Reading Books Is a Good Thing to Do (Online Resources packet) 4 Ways to Choose Books Expectations for Independent Reading 5 My Booklist Genres I Have Read Reflecting on Reading 6 Reflecting on Reading Literature anthologies 7 Story Summary 8 Signal Words that Show Chronology Narrative Structure 9 Narrative Structure 10 Types of Reading Expectations for Independent Reading Reflecting on Reading Finishing a Book Annotated Bibliography 11 Types of Reading Reflecting on Reading Word Traveler (Online Resources packet) 12 Informational Summary Signal Words that Show Sequence 13 Types of Reading The Hot Dog (Online Resources packet) 14 Types of Reading Readers Workshop

17 Introduction America s Choice Foundations Studies Support for English Language Learners overview English language learners (ELLs) are the fastest growing population of public school students in the United States. Most, if not all, teachers will teach ELLs sometime during their careers, so schools and teachers must be prepared to include them in meaningful ways in grade-level courses. ELLs are not a homogeneous group. They enter school with a variety of experiences and skills, including: A wide range of language proficiencies in their home languages Varied reading and writing skills in their home languages Varied formal or perhaps no formal schooling experiences, depending on the availability of schooling in their countries of origin Varied language proficiency levels The America s Choice foundations studies address the needs of students who are at the Expanding (L4) and Bridging (L5) levels according to the Pre-K 12 English Proficiency Levels (TESOL 2006.) Students need strong conversational English abilities to participate fully in these studies. (You can find valuable information about language proficiency levels and teaching ELLs at the five essential practices The foundations studies begin the process of teaching all students to be readers, including English language learners (ELLs). The Readers Workshop is an ideal structure for responding to ELLs academic and linguistic needs. The foundations studies reflect the Five Essential Practices for Teaching English Language Learners developed by America s Choice based on a wide body of research on second language acquisition, literacy, and effective instruction. These practices support the most appropriate and effective instruction for helping ELLs (and all students) build comprehension, fluency, understanding, and vocabulary. In the foundations studies, examples of the essential practices are identified before each set of weekly lessons. The essential practices are: Essential Practice #1: Develop oral language through meaningful conversation and context. Oral language is the foundation of literacy and a main tool for learning and interacting in both academic and social settings. Natural exposure to, and planned experiences with, oral language facilitates increased expression and understanding of the second language. Oral language also supports vocabulary development in context, paving the way for better comprehension and language production. Exposure to rich oral and written language environments is vital for developing literacy and language skills. Foundations Study: Middle School 11

18 Introduction America s Choice Foundations Studies Essential Practice #2: Teach targeted skills through contextualized and explicit instruction. Contextualized instruction provides students with extra linguistic clues that support understanding not only the content but also the language being used. Combining contextualized practices with the knowledge of phonemic awareness, phonics skills, language structures and functions, text patterns, and literary devices help students develop stronger literacy skills. Explicit skills give students the tools they need to comprehend increasingly complex literacy demands. Essential Practice #3: Build vocabulary through authentic and meaningful experiences with words. Developing and deepening a student s understanding of new words is essential for English language learners. Building vocabulary in the context of literature, experiences, modeled writing, and think-alouds ensures that students will own the new words they encounter. Vocabulary building is a lifelong process, and students must learn ways to integrate and approach new and challenging words. Discussing, playing with, and using new words allow students to gain new vocabulary through meaningful and, therefore, memorable experiences. Essential Practice #4: Build and activate background knowledge. Learning is based on establishing neural connections in the brain by drawing on previous experience, background knowledge, and prior and current environments. It is the job of both the teacher and the students to facilitate these connections in order to construct meaning and understand new ideas and concepts while expanding on their own world knowledge. Actively fostering these connections enables students to more easily interpret their surroundings and assign meaning to new concepts while expanding on their own experiences. Essential Practice #5: Teach and use meaning-making strategies. Intentional teaching of meaning-making strategies provides students with a toolbox to approach future learning challenges. Meaning-making strategies range from helping students comprehend text to teaching strategies students can use to understand English-dependent lessons. Teacher modeling of appropriate behaviors gives students the tools they need to be autonomous learners while simultaneously supplying them with options they can use to interpret both the academic and social environmental input they encounter. 12 Readers Workshop

19 Introduction America s Choice Foundations Studies for Spanishspeaking ELLs Many of the foundations study lessons include Language Connection sidebars. These sidebars identify Spanish-English cognates, and highlight places where the teacher can help Spanishspeaking ELLs make connections between their native language and English. For more intensive support for Spanish-speaking ELLs, America s Choice offers a bilingual version of the foundations studies. The bilingual lessons scaffold instruction and foster a supportive environment to help students become literate in Spanish. Like the English version, these studies are used in the Readers Workshop setting and provide a strong foundation for language development and reading across the grade levels. Foundations Study: Middle School 13

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21 Middle School Foundations Study Middle School Foundations Study Middle School Foundations Study Foundations Study Middle School Foundations Study Middle School Foundations Study Middle Middle M School Foundations Study Middle School Foundations Study Middle School Foundations Study Middle Sc Foundations Study Middle School Foundations Study Middle School Foundations Study School Found Study Middle School Foundations Study Middle School Foundations Study Middle Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S Middle School Found Study Middle School Foundations Study Middle School Foundations Study School Foundations Study School Foundations Study Middle School Foundations Study Middle Middle Middle School Foundations S Middle School Foundations Study Middle School Foundations S Middle School Foundations Study Middle Foundations Study Middle School Foundations Study School Foundations Study Middle School Found Study Middle School Foundations Study Middle Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S Middle School Foundations Study Middle School Found Study Middle School Foundations Study School Foundations Study Middle School Foundations Study School Foundations Study Middle Middle Middle School Foundations Study Middle School Foundations S Middle School Foundations S Middle School Foundations Study Middle School Foundations Study Middle Foundations Study School Foundations Study Middle School Foundations Study Middle School Found Study Middle Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S Middle School Foundations Study Middle School Foundations Study Middle School Found week I Study School Foundations Study Middle School Foundations Study Middle School Foundations Study Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S School Foundations Study Middle School Foundations Study Middle School Foundations Study School Foundations Study Middle School Foundations Study Middle School Foundations Study Middle Middle M School Foundations Study Middle School Foundations Study Middle School Foundations S Middle Schoo Foundations Study Middle School Foundations Study Middle School Foundations Study School Founda Study Middle School Foundations Study Middle School Foundations Study Middle Middle Middle School Foundations Study Middle School Foundations Study Middle School Foundations S Middle School Found Study Middle School Foundations Study Middle School Foundations Study School Foundations Study School Foundations Study Middle School Foundations Study Middle Middle Middle School Foundations S Middle School Foundations Study Middle School Foundations S Middle School Foundations Study Middle The Wide, Wide World of Reading

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23 Week 1 The Five Essential Practices for Teaching English Language Learners Overview: How These Lessons Address ELLs Needs essential practice #1 essential practice #2 essential practice #3 Develop oral language through meaningful conversation and context. Students work with partners or in small groups. (Lessons 1 3 and 5) Students participate in whole-class discussions. (Lessons 1 4) Students practice before presenting their thinking or writing. (Lessons 1 3 and 5) Teach targeted skills through contextualized and explicit instruction. Students observe the teacher modeling. (Lessons 1, 4, and 5) Students develop and share models. (Lesson 1) Sentence frames scaffold students thinking and writing. (Lessons 2, 4, and 5) Build vocabulary through authentic and meaningful experiences with words. Academic language is contextualized within the lesson. (Lessons 1 and 2) essential practice #4 essential practice #5 Build and activate background knowledge. Students share insights and observations from their own experiences. (Lessons 1, 2, 4, and 5) Teaching explicitly builds on earlier lesson(s). (Lessons 2 4 and 5) Teach and use meaning-making strategies. Students write reflections about their thinking and reading. (Lessons 2, 4, and 5) Students use graphic organizers and/or charts. (Lessons 1, 2, 4, and 5) Students develop a glossary of terms to build academic vocabulary and knowledge. (Lessons 1 and 2) Foundations Study: Middle School 17

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25 Celebrating Books lesson 1 students learning objectives students language objectives target words prep independent reading Identify the structure of the Readers Workshop Apply protocol to choose a book to read independently Establish their Reader s Notebooks, including initial charts Identify and apply personal preferences, experience, and suggested strategies as they select books for independent reading blurb, n. the description of a book that appears on the inside front cover or the back of the book fiction, n. works that present events or content that are imaginary nonfiction, n. works that present events or content that are based on fact Gather about 30 books that your students may enjoy reading, including fiction and nonfiction, narrative and informational. Identify at least one book that you would like to read sometime. Be ready to share the title, author, where you heard about it, and the reason it intrigues you. Make student copies of the Reading Interest Inventory. Print the Parent Letter on your school letterhead. Use and/or modify the model letter, as appropriate. Plan a method for keeping track of the classroom library books that students borrow. Be prepared for developing the charts during the lesson. Independent reading at the beginning of class will begin in Lesson 6. MATERIALS Chart paper and markers Charts: Ways to Choose Books Glossary of Reading Terms Books to Consider How to Interview a Book Classroom collection of books Reader s Notebooks (one per student) Online Resources packet: Reading Interest Inventory Parent Letter NOTE TO TEACHER Collecting books. The book collection should be regarded as just a starting point, a celebration of the fabulous books that await the students. You can collect these books through one or more of the following processes: Use your classroom library. Highlight the titles that you know will be popular with the students. Invite students to bring books that they particularly enjoyed reading during the last year or two. Specify that these books should be at least 50 pages, but can be either fiction or nonfiction. Invite the school librarian to collect books known to interest students at this grade level, and/or new books that will capture their interest. Foundations Study: Middle School 19

26 Lesson 1 Celebrating Books NOTE TO TEACHER Assessing reading levels. Sometime during these initial weeks of Readers Workshop, use a standardized gauge to determine students reading levels. Depending on your school and district resources, this could be a written assessment like the Gates-MacGinitie Reading Test or an oral assessment of reading and fluency. Having this information will help you support and assess your students growth over time. Explicit modeling. By modeling this approach to interviewing a book, you explicitly show a method for determining the book s content and type. opening continued Welcome students to the Readers Workshop, a place where reading is celebrated. Tell them that, each day, the time you spend together will be divided into three parts: the opening, the work period, and the closing. Explain that this is the opening for the first lesson. Tell students it will be a bit longer than the openings in later lessons because you are helping them understand the structure of the Readers Workshop. Tell students that the Readers Workshop will be a place where they will explore reading and also become better readers. Note that reading is a way of getting information and making it their own. Through reading, they can learn about how it feels to be a vampire, for example, or how a school for magic might work. They can learn about life on Mars. They can decide to learn about extreme sports or about the life of an athlete or musician. They can live the life of a fictional character, experiencing a life quite different from their own. Explain that in the Readers Workshop, students will: Be able to choose what they read and follow their own interests by reading books that match their current levels of comprehension Learn how to do many different kinds of reading more efficiently and effectively Choose a book at random and review or interview it. Talk aloud as you do this: Look at the cover. Comment on what you see and what you infer from looking at it. Read the blurb aloud and comment on it. Explain that the blurb is the publisher s advertisement. It is designed to make potential readers interested in reading the book. With paperback books, the blurb is usually on the back cover; with hardbacks, it is often found on the inside flap of the cover. Look through the book, noting its table of contents, etc. Identify the book as fiction or nonfiction and describe how you know. Explain that fiction is the product of the writer s imagination. It is usually written to entertain the reader. Nonfiction, on the other hand, is based on facts and is the result of the writer s knowledge and research. Nonfiction presents information and is written to inform the reader. 20 Readers Workshop

27 Lesson 1 Celebrating Books opening continued Tell students why you would or would not like to read this book right away. (If it is a book that you might read later, make a point of writing down the title, author, and source on the board to use later). Ask students to turn to a partner and talk about how they choose the books that they read. When they have had time for a brief discussion, capture ideas from the whole group on a chart. Your chart might include suggestions such as: Ways to Choose Books Look at the cover; read the blurb. Choose books by authors that you have read before and enjoyed. Read the same books as friends are reading. Hear a presentation from a classmate, the librarian, a teacher, a friend, a podcast. Check websites that suggest books. Choose a genre that you already like. Read a series Twilight, Harry Potter, Bluford, etc. Choose a book that has received an award. Read the beginning. Read a book after (or before!) you have seen the movie. Reread a book you ve already read. Review the chart, and tell students that they will be expected to read as much as they can. Explain that much of this time, students will choose what to read. They should find books, authors, subjects, and genres that matter to them, to their lives, to what they have experienced, and to what they might want to do in the future. Explain that students should follow their interests. For example, if there is a good demonstration in their science class that involves earthworms, they may want to read more about how these animals can be cut in half and still live. If they hear about the Civil Rights era in history class, they may want to find out more about who Rosa Parks or Cesar Chavez really were and what they accomplished. Foundations Study: Middle School 21

28 Lesson 1 Celebrating Books opening continued Tell students that during the Readers Workshop they will also read texts that are chosen for them, texts that will show them worlds of both fiction and nonfiction they may never have considered before. Some of this reading will be shared by the whole class; some will be shared by small groups within the class. Review the meaning of the target words blurb, fiction, and nonfiction and note that students can read either fiction or nonfiction during this time... whatever they find interesting. Reader s Notebook: Glossary of Reading Terms Have students turn to the very last page of their Reader s Notebooks, and write Glossary of Reading Terms at the top. Draw a 3-column chart for students to use as a model. Add the target words to the chart and direct students to do the same in their Reader s Notebooks. Blurb Glossary of Reading Terms Term Meaning Example The description of the book that appears on the back or inside the front cover The back cover of Fiction Nonfiction Created by the writer. Written to entertain. True. Based on fact and reality. Could be verified. Written to inform. [Title of a work of fiction] [Title of a work of nonfiction] work period Tell students that the next part of the Readers Workshop is the work period. Explain that during this first lesson, you will be directing the work period, but in later lessons, students will work independently or in small groups on a wide range of activities. 22 Readers Workshop

29 Lesson 1 Celebrating Books work period Reader s Notebook: Books to Consider Draw a 4-colum chart and title it Books to Consider. Use the column headings shown here: continued Books to Consider Title Author Where I Heard about It Why It Sounds Interesting Using the book you reviewed in the opening lesson (or another book of your choice), show students how to use this chart to record possible books for later review. Add the information about the book that you are considering. Have students turn to the ninth page of their Reader s Notebooks, and make a blank Books to Consider chart. Invite students to recall books that they could enter on their own charts: What books have they heard about recently? What are their friends, brothers, sisters, or parents reading? After students have time to write, invite them to share what they have written, and encourage other students to add any interesting books to their own lists. Depending on your source of books, present mini-book talks. Encourage students to listen carefully and to identify at least three books that they would consider reading over the next several weeks. If students have brought books, invite them to tell everyone the title, the author, what drew them to the book, and just enough about the plot/contents so that others will be able to consider whether to add it to their list of considerations. Ask students whether their copy might be available for others to borrow, and suggest the library as a source for those who might want to read the book. If the librarian has brought some books, invite a similar presentation, and, again, encourage visits to the library for those who would like to read the book. NOTE TO TEACHER The 5-Finger Rule. When students read independently, they should know approximately 95% of the words on the page. So if a student finds five unfamiliar words on a single page, the book may be too challenging to read independently the reading will be less than smooth, and comprehension may be affected. The 5-Finger Rule is an easy tool for students to use to find just-right books to read. Model this process for students who are not familiar with it so they know they should read books that are right for their interests and reading levels. Foundations Study: Middle School 23

30 Lesson 1 Celebrating Books work period continued If the books are part of your classroom library, show the cover, share the title, the author, a bit about the contents, and tell students what has drawn students to the book in the past. Introduce the procedures for borrowing books from the classroom library, if students do not already know. Provide time during the presentations for students to make entries into their Reader s Notebook Book to Consider chart. At the end of the presentations, reiterate how to interview a book. Write the steps on a chart: How to Interview a Book Look at the cover. Read the blurb aloud. Comment on it. What sounds intriguing? Interesting? Preview the book by looking inside. Is there a table of contents? A dedication? A note about the author? Read those, and comment on them. What sounds intriguing? Interesting? Read the first page. Comment on it. Apply the 5-Finger Rule. Open the book to the middle and do a check. Give students time to pass the books around, review them, and add those that they may want to read to their Reader s Notebook Books to Consider chart. NOTE TO TEACHER Checkout system. You will want to design a system for checking books out to the students in order to keep track of the classroom library. closing Tell students that the last part of the Readers Workshop is the closing, a time when they will reflect on the things they have done and look ahead to upcoming lessons. Invite students to talk with their partners about the books they may want to read. Ask students to choose one book and to read it for at least five minutes. Tell students that they should arrange to have a book to read for the next session: If they want to continue with the book they started, they should bring it with them. If they need to find a book, they should go to the library, borrow a book from a friend, or bring one from home. 24 Readers Workshop

31 Lesson 1 Celebrating Books closing continued If they need to check out a book from the classroom library, they should do so. Encourage students who are already reading a book to bring it to class to read. Note that the books that they have identified today will still be there when they are ready to switch titles. homework Distribute the Reading Interest Inventory. Explain that these surveys will help you get to know students as readers and will be useful in choosing books to bring into the classroom. Tell students to complete the inventories before the next session. Distribute the Parent Letter to students. Foundations Study: Middle School 25

32 Lesson 1 Celebrating Books Lesson 1 Celebrating Books 1/3 Reading interest inventory 1. Identify how often you read this type of writing listed below: F = Frequently S = Sometimes R = Rarely or Never Fiction Novels Short Stories (including those in magazines) Plays/Screenplays Poetry/Music Lyrics Comics/Graphic Novels nonfiction Magazines Newspapers Websites References Blogs/Tweets/IM/ Books (About what topics?): Textbooks Biographies/Autobiographies/Historical Accounts Manuals/Codebooks Other: 2. I would describe myself as a reader because Lesson 1 Celebrating Books 2/3 Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Reading interest inventory 3. Which of the following descriptions best fits you as a reader: I will do whatever is necessary in order to read anything. I am confident. I know that, with enough effort, I can understand anything that I am asked to read. I try, but eventually, I give up if something is too hard to read. I usually understand most of what I read, but sometimes I know that I miss things. I am somewhat confident, but I know that there are some things that I just can t understand yet. Reading is hard for me. I don t usually understand what the writer is saying, and I usually give up when I see it s hard. I don t have much confidence in my reading ability yet. 4. How should the description that you checked for #3 (above) be rewritten to accurately describe you as a reader? 5. When do you read? (Check all those that apply) When I am bored When I am forced to When reading is assigned for class When I want entertainment or escape When I want to learn something When a friend or member of my family recommends something to read Other: 6. I like the type of book that because Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet 26 Readers Workshop

33 Lesson 1 Celebrating Books Lesson 1 Celebrating Books 3/3 Reading interest inventory 7. My favorite book of all time is because 8. My favorite writer is because 9. What was the last book you read? When did you read it? Did you like it? Why? 10. How many books would you say you have read in the last year? How many of these books did you choose for yourself? 11. How many books would you say that you started but did not finish in the last year? How many of these books did you choose for yourself? 12. What books do you hope to read this year? Dear Parent: Readers Workshop Foundations: Middle school 2010 America s Choice This year, reading will be a major focus of our instruction. We will teach students how to: Read fiction Read informational materials Take notes and otherwise annotate text Grapple with difficult texts in a wide range of classes. In addition to this instruction, we will require students to practice their reading skills and strategies by reading independently for at least 20 minutes each day. Most students in our school have mastered basic reading skills and can read independently for pleasure and practice. We know that being able to read is essential, and, at this age, cultivating the willingness to read is equally crucial. We want students to enjoy this 20 minutes per day, so we will encourage them to make their own choices about what they read. At school, we will help students choose books at the right reading level. At home, you can help by: Taking your son or daughter to the library Encouraging independent choices about reading materials Showing how much you value reading Whenever possible, read books, magazines, online sites, and newspapers, and talk about what you read. What did you read about? Who is involved? Why do the people or characters do what they do? What will happen as a result? Encourage similar sharing from your child. Our goal this year is to help students read and write as well as possible, so they can both learn about the world and communicate their ideas. All we ask is for 20 minutes a day. Please help us by setting aside time for your son or daughter to read and enjoy the world of print. Sincerely, Online Resources packet Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Foundations Study: Middle School 27

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35 Being a Reader lesson 2 students learning objective students language objectives target word prep Identify patterns of reading Begin independent reading Identify genres Reflect on reading habits and interests Identify and reflect on the process of choosing books to read, possibly using sentence frames such as: I chose this book because. The book met/did not meet my expectations in the following ways:. genre, n. a type of writing that shares common characteristics In case some students arrive in class with nothing to read, have several short stacks of 3 4 books available so they can choose a title for this lesson. Let them know they can read their original choice when they bring it to class or continue with the book that you have provided for them. Be prepared to display the Class Reading Interest Inventory for students to view. Make student copies of the Types of Genres handout. MATERIALS Reader s Notebooks Online Resources packet: Class Reading Interest Inventory Types of Genres Weekly Reading chart NOTE TO TEACHER Using the inventories. Collect the inventories and use them to guide students in future book selections, both to help them find books that fit their preferences and to encourage them to explore new genres and topics. independent reading Independent reading at the beginning of class will begin in Lesson 6. Foundations Study: Middle School 29

36 Lesson 2 Being a Reader NOTE TO TEACHER Using the Weekly Reading chart. Fill out the Weekly Reading chart daily. Enter students names, and note the title and page of the books they are reading. This will help you know what your students are reading and the pace at which they are progressing through their books. opening work period Sharing information Remind students that the first part of the Readers Workshop is the opening. Explain that during today s opening they will meet to talk about their responses to the Reading Interest Inventory. Have students meet in small groups of three to five, and share their responses to questions 1, 5, 6, 7, 8, and 12. Ask the groups to compile their answers and to note any patterns that emerge. For example: When do most of them read? What kinds of reading do most of them do? What books and writers do the people in the group enjoy? Have the groups share out their findings. As they share, collect their answers on the Class Reading Interest Inventory as you display it. Encourage students to share the titles, authors, and types of reading that they do. Remind them to add interesting titles to the Books to Consider charts in their Reader s Notebooks. Remind students that most of the Readers Workshop time will be allocated to independent work. During the work period today, they will be reading the books that they have chosen. Reflecting on choice Ask students to copy and complete the sentence frame: During Lesson 1, I chose this book because. When they finish their sentences, tell students that they will now have time for the real independent reading that is part of this class. Explan that they will have minutes to read their books. Emphasize that during this time, they should simply read. They should let their minds go wherever the characters go or into whatever topic the book explores. Their job is to enjoy the journey from the classroom to wherever the book takes them. Let students know that you will be keeping a Weekly Reading chart, and will be circulating through the room, looking over their shoulders. 30 Readers Workshop

37 Lesson 2 Being a Reader closing Introducing the concept of genre Ask students to find a good breaking point for their reading the end of a chapter, end of a scene or conversation, the end of a section, the end of a paragraph. Ask students to reread the sentences that they wrote about choosing this book, then ask for a show of hands: Now that they have read some of the book, how many are finding that their selections are living up to their reasons for choosing them? Distribute the Types of Genres handout. Tell students that a literary genre has a distinctive style of writing, a form, or content. A science fiction story, for example, will always include science in some important way. A mystery, on the other hand, always includes a problem usually a criminal act that needs to be solved. Mysteries often follow similar forms a crime followed by a series of incidents that provide clues that lead to the final solution/resolution. Have students add genre to their Reader s Notebook Glossary of Reading Terms. Ask students to read the list of genres and to talk to those around them to identify the genres that they are not quite sure about. When they have finished talking, provide explanations for those genres that are confusing. Have students circle the genre of the book that they read during the work period today. Then, have them place stars next to the other genres that they enjoy reading. NOTE TO TEACHER Lesson adaptation. During the closing, you may want to provide a written guide or display copies of familiar book covers, organized by genre, to help students understand the types of genres that are listed on the handout. homework Have students talk with at least two friends and two adults (a total of four people) to find out how they choose books and what kinds of books they enjoy. Students should indicate each person s choices on the genre sheet. Foundations Study: Middle School 31

38 Lesson 2 Being a Reader Lesson 2 Being a Reader 1/2 class Reading interest inventory Fiction Novels Short Stories (including those in magazines) Plays/Screenplays Poetry/Music Lyrics Comics/Graphic Novels nonfiction Magazines Newspapers Websites References Blogs/Tweets/IM/ Books (About what topics?): Textbooks Biographies/Autobiographies/Historical Accounts Manuals/Codebooks Other: 1. When do you read? When I am bored When I am forced to When reading is assigned for class When I want entertainment or escape When I want to learn something When a friend or member of my family recommends something to read Other: Lesson 2 Being a Reader 2/2 Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet class Reading interest inventory 2. I like the type of book that because 3. My favorite book of all time is because 4. My favorite writer is because 5. What was the last book you read? When did you read it? Did you like it? Why? Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet 32 Readers Workshop

39 Lesson 2 Being a Reader Lesson 2 Being a Reader 1/1 Weekly Reading chart Week: to student name Monday tuesday Wednesday thursday Friday Lesson 2 Being a Reader 1/1 Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet types of Genres (a partial list) Fiction Realistic Fiction Historical Fiction Science Fiction Mystery Fantasy Adventure/War/Survival Sports Fiction Western Romance Novels Humor Mythology/Fable Other: Other: Other: Other: nonfiction Science History Biography/Autobiography Politics Social Issues Math Essay Collections Reference Sports Self Help/Health Music/Art Other: Other: Other: Other: Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Foundations Study: Middle School 33

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41 Why Reading Is a Good Thing to Do lesson 3 students learning objectives students language objectives Generalize about what people read and why Read independently Compare personal experiences with text Create a table of contents for their Reader s Notebooks Share interview responses (from their homework) about how people choose books Log reasons for reading MATERIALS Chart paper and markers Charts: Table of Contents Ways to Choose Books Reader s Notebooks Online Resources packet: Why Reading Books Is a Good Thing to Do article target words There are no new target words for this lesson. Continue to use and reinforce the language of the study and any vocabulary students may be struggling with and need to review. prep Create a chart to use as a model of the Reader s Notebook Table of Contents. Make student copies of the Why Reading Books Is a Good Thing to Do article. independent reading Independent reading at the beginning of class will begin in Lesson 6. opening Reader s Notebook: Table of Contents Explain to students that they are going to set up the Table of Contents for their Reader s Notebooks. Display your chart for students to use as a model: Table of Contents Section Page # I. Notes on Reading 1 II. Responses/Thoughts about Reading 35 III. Annotated Bibliography IV. Glossary of Reading Terms Back Page Date entry Page # Books to Consider 3 Foundations Study: Middle School 35

42 Lesson 3 Why Reading Is a Good Thing to Do NOTE TO TEACHER Exploring websites. Depending on your students access to the Internet, you may want to tell them about websites designed to help readers find books. Some of these ask the reader to describe books that they like, and use these descriptions to suggest titles. Others use readers favorite books as a beginning point, while still others have readers rank titles to get a sense of their reading preferences all strategies used by good librarians! You can find these sites by doing a search: How Do I Find a Book to Read? opening continued Have students copy the model onto the first page of their notebooks Explain that the first six pages should be numbered i vi and will be used for the Table of Contents. Explain that they should write 1 on the lower right corner of the next page, which is the first page of the notebook itself. It is also a title page for Section I: Notes on Reading. Have students turn the page, place a 2 on the back, and then a 3 on the page on which their Books to Consider chart appears. Have them add Books to Consider to the Table of Contents. Then, ask students to turn the page, write a 4 on the back. On page 5, students should write the title of the book they chose to read during Lesson 1. Remind them that, whenever they write the title of a book, they should underline it. Direct students to number their notebooks through page 50, using both the front and the back of the pages. Sharing information Ask students to work in pairs or groups of three to share the results of the interviews they conducted for homework: How did their friends choose the books they read? How did the adults choose the books they read? What differences were there in the genres that the two groups read? When students have had time to share their findings, collect the information on a chart titled How People Choose Books. Then, use check marks to indicate the genres that were most popular with the friends and x s to show those chosen by adults. Tell students that, based on sales, fantasy has been the most popular genre in the United States for the last few years because of the Harry Potter books and, more recently, the Twilight series. Note that another very popular genre is romance novels. People who read romance often read a book a day, and sales of this genre are consistently high. 36 Readers Workshop

43 Lesson 3 Why Reading Is a Good Thing to Do opening continued work period If you have not already done so, add Choose particular genres to the Ways to Choose Books chart. Ask students to turn to the Notes on Reading section of their Reader s Notebooks, find the first available page, and label it Why People Read. Ask them to put three bullets points down the left side of the page and, next to each bullet point, ask them to write a reason that people read. Students might include: Their own reasons for reading Reasons drawn from conversations with friends or adults Speculations After students have had time to list three reasons that people read, ask them to add three more bullet points. Then, ask them to talk with a partner to identify at least three additional reasons that people read. They should have a total of at least six bullet points. Then, ask them to add four more bullet points, and to join with another pair of students to identify at least four additional reasons that people read. Sharing information Distribute the Why Reading Books Is a Good Thing to Do article from the FreeReader s blog. Ask students to work in pairs or groups of three to: Find the reasons that they already listed Identify three new but very important reasons from the article Ask students to list the three new reasons for reading in their Reader s Notebooks. Be sure they add Why People Read to the Tables of Contents. When students finish, let them know that you will be interested in learning their reasons during the next lesson. Ask students to find their places in their books, and read for at least minutes. Circulate through the room as students read. Use the Weekly Reading chart to record the titles and page numbers of the books they are reading. NOTE TO TEACHER Using a blog. FreeReader blogs about reading. You may want to find out how many students either write or read blogs, especially about reading and books. You may also want to consider establishing your own blog or encouraging students to do so through your screened district server. Assessing progress. As you circulate through the room to complete the Weekly Reading chart, note the books that students are reading and their progress. You may find students who have read only a couple of pages. These are students who may not have chosen their books wisely and will need your encouragement to choose another book. Who is reading what? If possible, have some brief and quiet conversations with students to determine what drew them to their books and to get to know your students as readers. Just-right books. As students begin to read independently, sit next to them and listen to them read a page or so of the books they have chosen. As they read, pay attention to the ease with which they read the text aloud, listening to their fluency, expression, and pronunciation. When they finish, ask them to re-tell the passage. Use this information to help students decide whether the book is just right for them, reinforcing the value of using the 5-Finger Rule. to select what to read. Foundations Study: Middle School 37

44 Lesson 3 Why Reading Is a Good Thing to Do closing homework Ask volunteers to talk briefly about what they are reading: The title The author What drew them to the book What has happened so far Who has done what What they think of the book so far Encourage students to add the titles of any books they might want to read to the Books to Consider chart in their Reader s Notebooks. Have students interview at least one friend and one adult to find out why they read. Encourage students to compare what their interviewees say with the list they developed during class and with the FreeReader list, noting that most adults will have a lot to say about #16: Reading gets you rewards. 38 Readers Workshop

45 Genre Types, Online Resources packet Lesson 3 Why Reading Is a Good Thing to Do 1/2 Why Reading Books is a Good thing to Do from the FreeReader blog Lesson 3 Why Reading Is a Good Thing to Do 1. Reading makes you smarter. Think about it: reading makes you use your brain to learn about people, places, and things that aren t part of your daily life. There are no limits to this. The more you exercise your brain and the more you know, the faster and more efficiently your brain works. Life just gets easier. 2. Reading helps you learn. How else could you learn how a vampire thinks about his life? His friends? Who has vampires to talk with? And even if you did, would they really tell you? You can also learn how it felt to be on the moon, or what it s like to be a professional athlete. You can learn how high altitudes make your brain go funny and how to lose weight. You don t have to do anything or go anywhere to learn these things: just read books. 3. Reading helps you learn in depth. Think about it every class has a book that goes with it. Books help you clarify information, and they provide the deep insights into things like psychology, nuclear physics, film, fashion, and fishing (just a few example) that you just can t get by hanging out with friends. 4. Reading puts you in control. You can read and learn at your own pace. You can skip ahead when it s boring and reread when you need to. 5. Reading helps you learn words. Books are written in different words than the words that people use when they talk, and words are the things that help you think. The more words you know, the better you can think and the more easily you can learn. Gets back to that whole makes you smarter thing, know what I mean? 6. Reading helps you escape. Let s face it sometimes life is boring. By reading, you can go to new places: ride an elephant in a circus, be a professional athlete, sail a boat across the Pacific, walk across Asia, cook a meal, listen to a vampire s thoughts. All pretty interesting. 7. Reading helps you know what it s like to live in another culture or place. Where do you want to go? Hawaii? Tahiti? Paris? The rainforest? Reading will help you plan your trip. It will also help you know how to talk, dress, dance, eat, work, drive, rent a place to stay, meet people, fit in, pay for all of it. 8. Reading improves concentration and focus. Reading takes brain power. It requires you to focus on what you are reading for long periods of time. This will help when you have to solve complicated problems, figure out complicated people, and do complicated things in life. Focus is power. Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Lesson 3 Why Reading Is a Good Thing to Do 2/2 Why Reading Books is a Good thing to Do from the FreeReader blog 9. Reading improves your discipline. People get distracted all of the time. Reading won t work with distractions. Over time, when you read, you learn to screen out distractions and focus your attention, another power for your mind. 10. Reading improves memory. Reading requires that you remember details, facts and figures, points of view, characters, situations, clues, descriptions, and what people say. Memory is power, too. 11. Reading makes you feel smart. You know more and you know that you know it. People will know that you re the person to go to. It doesn t get better than that. 12. Reading is fun. You can go anyplace, be anyone, try out new lives, learn new things. 13. Reading is cheap. All this benefit for almost no money. Libraries, friends, school... all those sources of books. 14. Reading can happen anywhere. Bored on the bus? Soaking up the rays in the park? Relaxing at home? Books fit into backpacks, pocket books, pockets. Easy. 15. Reading can reduce stress. You re completely in control. You choose what to read, where to read, for how long. You can read fast. You can read slowly. You can take yourself somewhere where the cares of this world just disappear. 16. Reading gets you rewards. People who take classes must read to learn about the subjects of their classes so that they can get good grades. People who work read to know as much as they can to get better jobs and better pay. All people read to do things like program that cell phone, pay those taxes, prepare that dinner, manage their money. 17. Reading can help make you money. In this world, what you know is what will get you the job and the salary. If you can think, focus, remember, and discipline yourself, all the better. Reading will open all kinds of doors. Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Foundations Study: Middle School 39

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47 Expectations for Reading lesson 4 students learning objectives students language objectives Review the expectations for reading Respond to reading Read independently Write a response using sentence frames such as: This week in the Readers Workshop, I have been reading. I chose this book because. As I have been reading it, the book has made me think about. Read independently MATERIALS Chart paper and markers Charts: Ways to Choose Books Expectations for Independent Reading Reader s Notebooks Online Resources packet: Responses to Reading The Basics of Independent Reading and the Readers Workshop target words prep independent reading There are no new target words for this lesson. Continue to use and reinforce the language of the study and any vocabulary students may be struggling with and need to review. Be prepared to display the Responses to Reading examples for students to view. Create the Expectations for Independent Reading chart. Make student copies of the The Basics of Independent Reading and the Readers Workshop handout. Independent reading at the beginning of class will begin in Lesson 6. NOTE TO TEACHER The 25 Books Campaign. As you review the basic structure and focus of the Readers Workshop, you may want to either mention national standards or your state or local standards for reading. The national standards are that students will read, each year, the equivalent of: 1/2 million words for students in grade 5 (roughly 25 books of 125 pages) 1 million words for students in grade 8 (25 books of 250 pages) 2 million words for students in grade 12 (roughly 25 books of 500 pages) opening Sharing information Review the Ways to Choose Books chart, and ask students to identify which of these reasons seemed to be most common among the people they interviewed. Note that choosing books to read is one of the most important components of independent reading. Emphasize that they should choose books that interest them, capture their imaginations, and fill their minds. Foundations Study: Middle School 41

48 Lesson 4 Expectations for Reading opening continued Expectation for reading Post the Expectations for Independent Reading chart and review it with students. Draw students attention to the final bullet, and explain that reflect means more than simply judging the book. Expectations for Independent Reading Read and enjoy as much as you can. Read at home for at least 20 minutes, every single day. Read books that matter. Read with your whole mind and heart. Stretch your imagination. Live other lives. Learn new things. Grow. Recommend good books to other readers, and use their recommendations for your own reading. Read in a wide range of genres. Recognize that reading a story is quite different from reading about a subject. Record what you read and how you respond in your Reader s Notebook. Reflect on your reading at least once a week. Responses to reading Display Responses to Reading examples, and read each response aloud. Ask students to summarize the responses: What did the writer read? What did the writer think about? Note that reading is a thinking activity. It triggers a wide range of responses. Explain that during the Readers Workshop, students will be asked to write responses to what they read. These responses will be fairly open-ended, so it will be important to explain their thinking clearly enough like these writers so that it can be understood. Have students title page 35 of their Reader s Notebooks Responses/Thoughts about Reading. Note that this is the title page for this section. Beneath the title, have students write the title of the book they are currently reading. Direct them to begin a short entry by completing the sentence frames: This week in the Readers Workshop, I have been reading. I chose it because. As I have been reading it, the book has made me think about. 42 Readers Workshop

49 Lesson 4 Expectations for Reading opening continued Tell students to continue writing after they finish these initial sentences. They should explain their thinking in detail similar to that of the model responses. Invite two or three students to share their responses. Encourage students to list any books that sound interesting on their Books to Consider chart in their Reader s Notebooks. Have students turn to the Tables of Contents, and enter the date, the title of the book that they wrote about, and provide the page number, which is 35. This will signal the beginning of their responses and thoughts about this book. Students should read independently for minutes. work period closing Circulate through the room as students read, and complete the Weekly Reading chart. When students have had time to read, ask them to reread the sentences that they wrote about choosing this book. Ask for a show of hands: Now that they have read more, how many are finding that their books are living up to their reasons for choosing them? Invite two or three students to talk about the books they are reading: What is the title? Who is the author? Why did they choose it? What are they learning or thinking about as they read? Remind students to interview books carefully and to apply the 5-Finger Rule so they are sure to select books that they will finish. Distribute The Basics of Independent Reading and the Readers Workshop handout, and review it briefly. Students should read for at least 20 minutes. homework Foundations Study: Middle School 43

50 Lesson 4 Expectations for Reading Lesson 4 Expectations for Reading 1/1 Responses to Reading 1. Last night, I tried to read for 15 minutes, but I got really distracted. I was reading Brothers In Arms and I like it a lot (I m half way through it), but my brother was watching t.v., and my sister bugged me because she was texting all the time and her phone kept beeping. She d say random stuff, slide open the phone, read, say more random stuff, and then her stupid fingers would tap away. I kept having to read everything over and over again. I d read something and forget what it was about, so I d read it again. Then I d try the next part and have to read it over again, partly cuz I d forgotten what the other parts were about. I think these guys are going to have some trouble with those other guys. Actually, it was a complete waste of time. I should have gone into the other room and shut the door. I could have read enough to actually have something to write today. Tonight, I ll make sure that I pay attention. 2. I am reading Wanted. It is a mystery. I m just starting it. I have only read a few pages so far. Right now, I just read that this girl is home and her dad calls her and tells her to come and meet him. I am surprised that he wants her to drive his Corvette when she doesn t even have her driver s license. I can t imagine my dad letting me do that, and we only have a stupid corolla! No way would he let me drive it. The book said that the dad sounded sort of tense. It seems like he couldn t have been very tense if he told tell her to drive that car. I wonder why he wants her to do that? I don t think he just wants to get lunch in the middle of the day... maybe there is something really wrong (which would make sense, since it s a mystery!) 3. I picked Sold! to read yesterday in class. I chose it because it said that it was based on true stories. It said that girls really are sold in some parts of the world. I cannot imagine being sold. I cannot imagine my parents selling me (even though they threaten to drive me out to the middle of nowhere and leave me there whenever they get mad!). I cannot imagine living with people I don t know. She doesn t even have friends. The beginning of the book is good, but it s scary. The people she is with don t seem like good people. They don t treat her very good and she is so scared. I really like this book, but I only want to read it when I m around my friends or family. Lesson 4 Expectations for Reading 1/1 Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet the Basics of independent Reading and the Readers Workshop 1. Read. Read books that are interesting, that capture your imagination and fill your mind. Read books that take you places where you might not go otherwise and introduce you to people that are new, interesting, different... even a bit scary. Read about things you re interested in. Choose books that reflect your interests, and be sure to always always interview the book before you begin. ALWAYS use the 5-Finger Rule to be sure that the book will play like a movie in your mind. 2. Read. Read books that keep you moving. If you find yourself getting distracted, either change the place or change the book. If you find yourself getting lost but you really want to read the book, either reread or slow down to make sure that you follow it. Novels often begin slowly, because the writers begin by setting the context and introducing the characters. Read at least a chapter or two before you decide to abandon these books. Nonfiction is similar. Often, the first chapters are very general. They serve simply to introduce the subject. If you re interested in the subject, read on. The really good details often follow the general introduction. Don t waste your time, though, reading books that you don t love. There are so many great books out there waiting for you. Look at your list of books to consider and find something else to read. 3. think. Think about the characters in your book and the decisions that they re making. Think about the time when the book was set, and the place where it took place. Think about how the situation in the book is similar to your own life. If you re reading nonfiction, think about how the information might be useful, and how it connects with other things that you know about and can do. 4. let others think. Reading is thinking. Don t distract anyone else from thinking while they re reading. They are listening to the voices of the writer and that of their own experience, insight, and knowledge. They will be distracted if you add your voice (or your paper crumbling or your pencil tapping) to the thinking they re doing. 5. let others read. Take care of the books that you borrow from friends, the classroom, and the library. Check them out so that people know you have them. Return them when you re finished so people can read them. Don t add any distractions to the covers or the pages. The writer has already written enough. 6. Did i mention? Read. Read the whole time. Read as much as you can. Enjoy every minute. 7. keep track of what you read. Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet 44 Readers Workshop

51 Reflecting on Reading lesson 5 students learning objectives students language objectives Identify a variety of ways to respond to reading Read independently Reflect on reading Use the language of reflection (past tense) to discuss and write about what they have read, possibly using one of the sentence frames provided in the lesson on the Reflecting on Reading chart Read independently MATERIALS Chart paper and markers Charts: My Booklist Genres I Have Read Reflecting on Reading Reader s Notebooks target words There are no new target words for this lesson. Continue to use and reinforce the language of the study and any vocabulary students may be struggling with and need to review. prep Prepare the My Booklist chart to complete during the lesson. Create the Reflecting on Reading chart. Prepare to model your genre preferences on a chart titled Genres I Have Read. Recall a book that you have finished reading recently. Be sure you know its title, the author, and the date that you finished it so that you can use the information as a model for students. independent reading Independent reading at the beginning of class will begin in Lesson 6. opening Congratulate students for their work during this first week of the Readers Workshop. Note that they have: Successfully chosen books Talked with people about choosing and reading books Reflected on themselves as readers Read an article about why it is good to read Read, filled in forms, set up most of their Reader s Notebook, and done homework each evening Explain that this is the beginning of a yearlong project: to read lots and lots of books. Foundations Study: Middle School 45

52 Lesson 5 Reflecting on Reading opening continued Tell students that you will use the next 10 lessons to show them how to read stories (narratives) and informational text efficiently and effectively. During these lessons, they will be reading stories and essays that you have selected so they can practice strategies to use with the materials that they read, both independently and in other classes. Explain to students that they should read at least 20 minutes per day, every day, seven days a week. This will be a chance to practice the strategies from class and to immerse themselves in the worlds within the pages. Sometimes, the reading will be from the book they are reading during the Readers Workshop; other times, it will be a different book. It could also be a magazine or a newspaper or a website. Emphasize that there are only three rules for this reading homework. They should: Read for at least 20 minutes Read things that their parents would feel comfortable with NOT read things assigned for other classes. This reading is an assignment unto itself, and THEY should choose what to read Remind students of the FreeReader s list the more you read, the better you read, and the more you know. Remind students of the 25 Books Campaign. Have students put page numbers in their Reader s Notebooks to page 150 NOTE TO TEACHER Modeling My Booklist entries. Insert the current academic year, and model entries in these columns by referring to a book that you are currently reading. Reader s Notebook: My Booklist Display the My Booklist chart as a model for students to copy onto page 150. (You may also want students to identify this list by their grade level.) Date Begun Book Title My Booklist for Author Genre Finished/ Abandoned Rank # Pages Date Finished 46 Readers Workshop

53 Lesson 5 Reflecting on Reading opening continued Tell students that they will list all of the books they read this year. They can begin by starting the entry for the book that they are currently reading. First, they should enter the date that they began the book. Next, they should write the title of the book and, in the next column, the author. If they are confused about the genre, they should look back at the Types of Genre handout (Lesson 2) to decide what to enter. Tell students that, as the year progresses, they should plan to read from a wide range of genres. Column 5 asks whether they finished the book or abandoned the book. Tell students not to make that decision until at least the end of this lesson. That way, they will have read enough of the book they chose during Lesson 1 to know what to do. Column 6 asks for a ranking. Tell students that a 10 means that the book is one of the best they have ever read, and a 1 means that the book was terrible. You hope that there will be no rankings less than 5. Rankings of 8, 9, and 10 are what you want to see. Tell students to wait to complete this column until they finish reading their books. In the next column, students will note how many pages there are in the book. Or if they abandon the book, how many pages they read. Note that books often begin slowly, so they should plan to read at least pages before they make this decision. In the last column, students will enter the date on which they finish (or abandon) each book. Tell students that when they finish each book, they will also write an annotated bibliography entry in their Reader s Notebooks. Explain that you will show them what this entry should look like when they get closer to finishing their books. For now, they should just know that there is one more step. Have them add this entry to their Table of Contents: My Booklist for 20 20, page 150 Foundations Study: Middle School 47

54 Lesson 5 Reflecting on Reading NOTE TO TEACHER Modeling with a Genres I Have Read chart. Create a Genres I Have Read chart showing your favorite genres. Begin by selecting your favorite, and listing a title and author of a book you have recently finished. Be sure to leave room for additional titles. Then, list your second favorite genre, your third, etc., each time leaving room for titles of future books. The students will enjoy hearing about your reading throughout the year, and the list will serve as a model for their own lists. opening continued Reader s Notebook: Genres I Have Read On page 148, ask students to begin a list of the genres that they read during the year by labeling the page Genres I Have Read. Have them add this entry to their Table of Contents. Ask students to refer to the Types of Genre handout (Lesson 2), and write the name of their favorite genre. Direct them to leave at least five lines blank below this name, so as the year progresses they can write the titles of the books they read in this genre. Let students know that they are expected to read at least one book from this genre, but that they can read as many as they want. Next, ask students to look at the list, and identify at least four more genres that they either: Know that they would like to read Think that they might like to read Direct students to circle these additional genres on the handout. Tell them to be sure that these four genres include at least one fiction genre and one nonfiction genre. Students should write these four genres on the Genres I Have Read chart below their favorite genre, leaving space between each entry. Tell them that they should read at least one book from each of these genres, too, and that they can read as many additional titles as they want. Tell students that they may find themselves reading from other genres as well. Explain that if they do, they should add these genres and the book titles to the Genres I Have Read chart. Reiterate that, over the course of the year, students should read at least one book in each of the five genres they have listed. They can choose the book and when to read it, but they need at least one book per genre. When they finish a book, they should enter its title on the Genres I Have Read chart. 48 Readers Workshop

55 Lesson 5 Reflecting on Reading work period Draw students attention to the last entry on the Expectations for Independent Reading chart, Reflect on your reading at least once a week. Remind them that they wrote a reflection during Lesson 4 (on page 35 of their Reader s Notebooks). If they have not already done so, they should note the date of that entry. Tell students that they should now write a reflection on their week of reading. This entry should appear below the earlier one, identified by date. Display the Reflecting on Reading chart: Reflecting on Reading I read and it made me think about. I was surprised when. I was disappointed when. I understood. I didn t understand. I didn t understand why. I was surprised when. I was moved by. I was angry when. I got lost when. I don t understand why the writer. I like the way the writer. If I were the writer, I would have. I was struck by these words from the story:. They make me think. I was interested in. Tell students that they will be asked to write an extended reflection each week about the independent reading they have done. Because their reading will be different each week, their responses will, of course, be different, so they can choose to use any of these sentence frames. Foundations Study: Middle School 49

56 Lesson 5 Reflecting on Reading NOTE TO TEACHER Gauging students reading progress. The Weekly Reading chart will help you determine how much students read as homework. If they are on the same page as during Lesson 4, they have not been reading. Literature anthologies. Tell students to bring their literature anthologies to class to use during Lessons 6 10 (if the anthologies are not already available in the classroom). work period continued closing Review the sentence frames, noting that the first one includes many possible options. Choose one of the options and model writing a response, using the book that you are reading now. Display your writing as you work. After you complete the first five or six sentences, have students choose one of the sentence frames to use for their reflection. When students finish their writing, they should read for the remainder of the work period. As they read, circulate through the room, and complete the Weekly Reading chart. Direct students to meet in pairs or groups of three, and read their reflections to one another. Invite them to talk in depth about what they are reading and what they are thinking. Invite groups to share any titles that are of particular interest, and encourage students to add to the Books to Consider chart in their Reader s Notebooks. Tell students that the next set of lessons focus on reading fictional narrative and, after that, there will be a set of lessons that focus on informational text nonfiction. Remind students of the homework requirement to read 20 minutes each day. Reinforce the importance and benefits of daily reading. Students should read for at least 20 minutes. homework 50 Readers Workshop

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59 Week 2 The Five Essential Practices for Teaching English Language Learners Overview: How These Lessons Address ELLs Needs essential practice #1 essential practice #2 essential practice #3 Develop oral language through meaningful conversation and context. Students work with partners or in small groups. (Lessons 6 10) Students participate in whole-class discussions. (Lessons 7, 9, and 10) Students practice before presenting their thinking or writing. (Lessons 7 10) Teach targeted skills through contextualized and explicit instruction. Students observe the teacher modeling. (Lessons 7 9) Students develop and share models. (Lessons 7 9) Sentence frames scaffold students thinking and writing. (Lessons 6, 7, and 10) Build vocabulary through authentic and meaningful experiences with words. Academic language is contextualized within the lesson. (Lessons 6 10) Academic language is used in students own work. (Lessons 7 9) essential practice #4 Build and activate background knowledge. Students share insights and observations from their own experiences. (Lessons 7 10) Teaching explicitly builds on earlier lesson(s). (Lessons 6 10) essential practice #5 Teach and use meaning-making strategies. Students write reflections about their thinking and reading. (Lessons 6 and 10) Students use graphic organizers and/or charts. (Lessons 8 10) Students develop a glossary of terms to build academic vocabulary and knowledge. (Lessons 6 9) Foundations Study: Middle School 53

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61 Reading Narrative Text lesson 6 students learning objective students language objective Read and respond to a short story Read aloud and discuss a short narrative story, including connections, questions, and reactions MATERIALS Chart paper and markers Literature anthologies Chart: Reflecting on Reading Reader s Notebooks Online Resources packet: Weekly Reading chart target words narrative, n. or adj. a narrative is a story of events; in most narratives, the events occur chronologically something happens first, second, third, etc. narrative drive, n. the desire on the part of the reader to find out how a good story ends what happens and why prep Choose a short story from your literature anthology that: Is engaging to students Is plotted from beginning to end: no flashbacks for this lesson Includes dialogue Can be read aloud by students during the work period Review the story to find at least two points at which you would like students to stop and talk. These can be points where you suspect they might need clarification or where they can profitably talk about inferences, insights, and/or implications. independent reading Remind students that they will have time to read independently each day. Although the reading time during the first week of the Readers Workshop was often during the work period, from this point on, they will have time at the beginning of class. Remind students that you are keeping track of their reading on the Weekly Reading chart. Tell them that you will also be asking a few of them each day to read to you so that you can help them select books and grow as readers. Students should read, uninterrupted, for minutes. As they read, initiate the new Weekly Reading chart. Note how many students are reading books that have a narrative structure and how many have chosen books that are organized by topic. Foundations Study: Middle School 55

62 Lesson 6 Reading Narrative Text NOTE TO TEACHER Pay attention to students as they read aloud. As students are reading in their small groups, take note of any who seem to either struggle with reading aloud or who refuse to do so. Though reading aloud is an imprecise gauge of reading competence by the time students are 11 or 12 years old, pay extra attention over the next several lessons to determine whether some students need extra assistance. opening work period closing Tell students that the next five sessions of the Readers Workshop will focus on reading narrative. Define narrative for students. Note that many or most of them are reading extended narratives on their own; however, as a class you will be reading a short story, a shorter narrative, in order to explore ways to read and enjoy this kind of text. Introduce the story you have chosen to share, and have students find it in their literature anthologies. Tell students that stories such as these have something called narrative drive, which means that they compel the reader to keep reading to find out what happens and how the story ends. Explain that for this reason, they will be reading the story from beginning to end during the work period today. Have students work in pairs or groups of three to read the story aloud to each other. Provide the stopping points that you have identified, and tell students to stop and talk at each one. Encourage them to stop at additional points to: Talk about what is happening Discuss what they think of the characters and their choices Figure out anything that is unclear or confusing As students read, circulate and listen to their reading, making yourself available to answer any points of confusion. Tell students that they will be writing a quick first response to the story they just read. Direct them to turn to the next available page in the Responses/ Thoughts about Reading section of their Reader s Notebooks, and write the short story s title. You may want to remind them that short story titles should be punctuated with quotation marks. Draw students attention to the Reflecting on Reading chart (Lesson 5). Ask them to choose a sentence frame to begin their responses. Give them a few minutes to write their initial responses to the story. Ask students how they know that this short story is a narrative. Ask them to explain what kept them reading what did they want to know? 56 Readers Workshop

63 Lesson 6 Reading Narrative Text closing continued Be sure to have students add the target words narrative and narrative drive to their Reader s Notebook Glossary of Reading Terms, and update the Table of Contents with this entry: First Response to ( Title of Short Story ). homework Students should tell someone outside of the class about the short story they read in class today. They should tell the story and explain anything that their listener wonders about. Explain that during the opening in the next lesson, they will be telling who their listener was and how he or she reacted. Students should read for at least 20 minutes. Foundations Study: Middle School 57

64 Lesson 6 Reading Narrative Text Lesson 6 Reading Narrative 1/1 Weekly Reading chart Week: to student name Monday tuesday Wednesday thursday Friday Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet 58 Readers Workshop

65 Summarizing Narrative Text lesson 7 students learning objectives students language objectives target words prep Recount the experience of telling a story Summarize narratives Share experiences with telling the story to an outside audience Collaboratively summarize a story and then summarize a book, using the sentence frame: [ Somebody ] wanted but so. protagonist, n. the main character point of view, n. the perspective from which a story is told omniscient, adj. all knowing first person, told by a character who is in the story; uses the word I third person limited omniscient, told by someone who is not in the story, but is limited to the information, insights, and feelings held by a single character; uses the words she, he, and they third person omniscient, told by someone outside the story who knows all of the information about all of the characters and what they do, say, think, and feel Prepare the Story Summary chart to complete during the lesson. MATERIALS Chart paper and markers Literature anthologies Chart: Story Summary Reader s Notebooks NOTE TO TEACHER Extending the learning. When students share their stories, they practice summarizing, reflect on their own reading and understanding of the story, and learn how others respond to their re-telling. This activity often leads to conversations about characters and their motivations and other stories that the listener or the student has heard. In this way, this activity extends the Readers Workshop beyond the classroom and introduces students to one aspect of a literate life. It also invites parents and friends to share the student s learning and become part of the conversation about what the student is reading. Formative assessment. Continue to listen to students read in order to assess their reading and fluency levels. independent reading Students should read independently. As they read, circulate to add information to the Weekly Reading chart and to continue listening to individual students read. Foundations Study: Middle School 59

66 Lesson 7 Summarizing Narrative Text opening Sharing information Ask students to talk with partners about their listeners responses (from homework). They should tell each other who they shared the story with and a bit about: The context of the retelling: Where were they? What were they doing? The listener s response: What was the listener s response? What did the listener think of the story? Of the ending? What questions did they ask? Their own reactions to the listener s response: Why do they think their listener responded in this way? Were they surprised by their listener s response? If so, why? When students have had time to share their experiences, ask for a show of hands: How many told stories that their listeners seemed to enjoy? How many had listeners whose reactions were different from their own? How many had listeners who asked interesting questions or offered interesting insights? Note that one of the best things about reading narrative is getting to share the stories with others and compare reactions. Summarizing narratives Tell students that you will be sharing an interesting way to summarize stories such as the one they read during Lesson 6 and re-told as their homework. This approach is called Somebody/Wanted/But/So. Display the Story Summary chart: Story Summary [Somebody] wanted but so 60 Readers Workshop

67 Lesson 7 Summarizing Narrative Text opening continued Tell students that the [Somebody] is someone from the story. Ask students to name the characters in the story, and list them below the [Somebody] on the chart. Focus on the first character that students name, and ask them to recall the story. What was it that the character wanted? Lead the discussion until students come to consensus, and then add this information below the Wanted part of the chart. Draw students attention to the word but, noting that this word indicates that something was in conflict with the wants or needs of this character. Something made it more difficult for the character to get what they wanted or needed. Lead a discussion to identify what caused the conflict. Once again, add the information to the chart. Note that the word so indicates that the conflict caused something to happen, possibly something that would not have taken place otherwise. This is the resolution of the story. Lead a discussion until students come to consensus about the so part of the sentence. Add this information to the chart. Have students copy the chart into the Notes on Reading section of their Reader s Notebooks, and label the page: Story Summary: ( Title of Story ). Note that by using this approach and completing this sentence, students have written a very short summary of the story. The protagonist(s) If there are other characters listed under the [Somebody] column, work with the students to complete the other columns. Ask, How does the narrative change if told by other characters? Note that stories change when told from the perspectives of different characters. Tell students that writers decide whose story will be told, that is, who the protagonist will be. Define protagonist as the main character in a story. Have students write protagonist above the Somebody part of their one-sentence summary. NOTE TO TEACHER Somebody/Wanted/But/So. This strategy, drawn from Responses to Literature 1 by Macon, Bewell, and Vogt, is explained in detail in When Kids Can t Read, What Teachers Can Do 2 by Kylene Beers, an excellent resource for any teacher. 1 Macon, James M., Diane Bewell, and MaryEllen Vogt Responses to Literature: Grades K 8. Newark, DE: International Reading Association. 2 Beers, Kylene When Kids Can t Read, What Teachers Can Do: A Guide for Teachers Portsmouth, NH: Heinemann. Foundations Study: Middle School 61

68 Lesson 7 Summarizing Narrative Text opening continued Points of view Tell students that writers also decide on the point of view from which to tell the story. Explain that there are three main points of view from which narratives are told: First person. Sometimes a character in the story tells what happened. This is called first person point of view, and the character uses the word I to tell what he or she sees, hears, and thinks about the story as it unfolds. Third person limited omniscient. The story can also be told from a limited omniscient point of view. This means that the story is told by someone who is not in the story the author but the information is limited to what a single character might know or think about what happens. Third person omniscient. The writer can also tell the story from a third person omniscient point of view, which means that it is told by someone who is not in the story the author and the author knows everything: characters actions, thoughts, feelings, background... everything. Lead a discussion to identify the point of view from which the story read during Lesson 6 was written. Be sure that students provide evidence for their answers. work period Reader s Notebook: Annotated Bibliography Have students finish placing page numbers on the pages of their Reader s Notebooks. On page 152, direct them to label the beginning of Section III: Annotated Bibliography. Tell students that this will be the section where they will keep notes about the books that they finish. Below the title, Annotated Bibliography, have students enter the title, author, and genre of the book they are reading independently: Tell students that when they complete this book, they will also enter the completion date and the number of pages in the book. 62 Readers Workshop

69 Lesson 7 Summarizing Narrative Text work period continued Let students know that they will now begin their annotated bibliography for the book that they are currently reading. Explain that usually they will be doing this bibliography on their own after they have finished the book; however, today, they will be getting help from a friend. Have students trade Reader s Notebooks with a partner. In their partner s notebook, students should create a Book Summary chart for their partner s independent reading book similar to this: Book Summary: Title of the book Point of view: [Somebody] wanted but so Explain that each student should interview his or her partner and record the information on the chart in their partner s notebook: The point of view from which the book was written the [Somebody (or Somebodies)]. This will probably be the protagonist. What they wanted The but As much as they can learn about the so (which cannot be completed until the book is finished) Encourage conversation and collaboration in identifying these aspects of the books. Give students time to complete the charts in each other s notebooks. As students talk, circulate to listen to their conversations, clarify confusions, and encourage next steps. Foundations Study: Middle School 63

70 Lesson 7 Summarizing Narrative Text closing Invite two or three students to share their charts and tell the class about their books. Note that the [Somebody] wants but so frame provides a simple overview of a story or book. It identifies the characters and their motivations, the conflict, and the resolution. Let students know that as they begin to complete the books they are reading independently, they will be using this approach in their annotated bibliographies. Be sure that they add the target words to their Reader s Notebook Glossary of Reading Terms: protagonist point of view first person third person limited omniscient third person omniscient Be sure that students add the Book Summary chart for their current independent reading book to their Reader s Notebook Table of Contents. Tell them to be sure to complete this chart and the My Booklist chart (page 150) when they finish their books. Students should read for at least 20 minutes. homework 64 Readers Workshop

71 lesson The Structure of Narrative Text, 8 Part 1 students learning objective Identify and apply the traditional structure of narrative MATERIALS Chart paper and markers Literature anthologies students language objectives Use a timeline to record the sequence of events in a story Use a graphic to identify the structure of a story Identify signal words that show sequence Charts: Signal Words that Show Chronology Narration Structure Reader s Notebooks target words prep independent reading plot, n. all of the events in a story turning point, n. the event, usually early in a narrative, that initiates or indicates the problem that must be solved in the story crisis point (or climax ), n. the event, usually late in a narrative, that most dramatically affects the outcome of the story Prepare the Signal Words that Show Chronology chart to complete during the lesson. Students should read independently. As they read, circulate to add information to the Weekly Reading chart and to continue listening to individual students read. NOTE TO TEACHER Other points of view. You may want to explain that there are other points of view: second person, for example, is where the author tells a story that the reader has experienced, and refers to the main character as you. There are few books written from this point of view. If a student thinks that his or her book is written from a point of view other than the more common ones, ask the student to get your attention during independent reading some time so that you can help determine the point of view from which the book is written. opening Group students who are reading non-narrative texts together. Have them share the topics of their texts, along with the most important and interesting information that they have read so far. Review: protagonist(s) For those students who are reading narrative, have them work in pairs or groups of three to describe the protagonists of their books: What kind of people are they? What kinds of personalities do they have? What problems are they facing? What do students think of the way these characters are attempting to solve these problems? Foundations Study: Middle School 65

72 Lesson 8 The Structure of Narrative Text, Part 1 opening continued When students have had time to talk, ask two or three of them to share the titles of their book, along with their impressions of its protagonist. Review: Point of view Ask students to reread the book summaries written by their partners at the end of Lesson 7 to identify the point of view from which the story was written (first person, third person omniscient, third person limited omniscient). Give students time to think about whether their partners identified the point of view correctly. Then ask them to turn and share the information with another partner. Ask for a show of hands: How many are reading books told from a first-person point of view? How do they know? From a third person limited omniscient point of view? What leads them to think this? From a third person omniscient point of view? How do they know? Remind students that a story is always written from particular point of view, and the writer chooses that point of view to affect the reader s understanding of what happens. Note that fictional narratives, like the story from Lessons 6 and 7, are works of art, creations of a writer who makes careful choices about the point of view, the characters, the plot, the setting, and the language in order to elicit responses from the readers. Plot One of the big choices made by writers is the plot the actual events, conversations, actions, and reactions that occur within the story. The writer decides what will happen, how, when, and where. By carefully plotting the story, the writer affects the reactions that readers will have. Let students know that they will be looking at the plot of the story carefully to see its structure. 66 Readers Workshop

73 Lesson 8 The Structure of Narrative Text, Part 1 opening continued Model a timeline and have students copy it into their Reader s Notebooks. You may want to co-create a timeline, using a common folk story or fairytale, so that students can see what kinds of incidents to include. For example: From Little Red Riding Hood NOTE TO TEACHER Determining time intervals. Depending on the story read during Lesson 6, decide on the intervals for your timeline: minutes, hours, days, weeks, months, or years. Decide, too, on the number of intervals that will reasonably reflect the passage of time in the story. Hood s mother packs basket, warns against talking with strangers Wolf and Hood have conversation Hood walks; Wolf runs Hood walks through woods, gets lonely Wolf and G ma have conversation Wolf has lunch Explain the intervals that you have selected, and explain that the line on the far left represents the very beginning of the story, while the line on the right indicates the very end of the story. Foundations Study: Middle School 67

74 Lesson 8 The Structure of Narrative Text, Part 1 opening Draw students attention to the Signal Words that Show Chronology chart. Your chart might look similar to this: continued Signal Words that Show Chronology then afterwards next meanwhile finally already at last subsequently first secondly in conclusion while after that until then as soon as at this point in the end previously Review the chart, and ask students to brainstorm other words that might reflect chronology or the passage of time. They may suggest words such as later and earlier. Add these words to the chart. Ask students to remember these signal words as they reread the story from Lesson 6. As they reread, they should work together to identify all of the events: the incidents, the conversations, the interactions, the reactions, the thoughts, etc. Model writing the first event from the story on a timeline. Then, estimating the amount of time that passed between it and the second incident, show students how to log the other events on the timeline. work period Students should sequence the events from the story on a timeline, beginning with the first event and continuing through the entire plot. As students work, circulate to listen to their conversations and processes. Offer assistance as appropriate. 68 Readers Workshop

75 Lesson 8 The Structure of Narrative Text, Part 1 closing Ask students to review their timelines and come to consensus on both the sequence of events and the passage of time. Then, ask each pair or small group of students to: Identify the three to five most important events, and circle them on their timelines Compare their choices with another pair or group, and put stars next to the events that both pairs chose as particularly important Draw students together to share their choices. Introduction of narrative structure Add the events to your timeline, reflecting the passage of time as accurately as possible. As you discuss the sequence of events and the passage of time, encourage students to rely on the signal words that are included in the story. Then, ask students to recall the event that gave them their first clue about the conflict of the story... the first event where it seemed like the main character might have difficulty. Circle that event on your timeline. Note that this point in a story is referred to as the turning point in a story, the point at which the story turns from what was known and comfortable for the character to what eventually becomes the conflict. Then, ask students to recall the event, usually toward the end of the story, that was the most dramatic the event where the character s goals were most in peril. Circle that event on your timeline. Note that this point in a story is called the crisis point. Show this narrative structure on a chart using a graphic such as: Narrative Structure NOTE TO TEACHER Choosing terms and graphics. Scholars have a wide range of terms for the parts of a narrative structure. For some, for example, the crisis point is called the climax. In explaining the structure of narrative, use the prevalent terminology in your school, district, or state. Similarly, scholars and publishers use a range of graphics to show narrative structure. Show students the graphic most commonly used by your school system. Crisis Point Turning Point Foundations Study: Middle School 69

76 Lesson 8 The Structure of Narrative Text, Part 1 closing continued Tell students that most narratives include a turning point and a crisis point. Invite students to recall a television show. Note that, at the beginning, the show reveals who the characters are and where they are... then something happens that is surprising or unforeseen. Toward the end of the show, the main character (or characters) is often in a most difficult situation: the bad guy is about to attack, the girlfriend walks out, and the car goes out of control. This usually happens right before a commercial. Have students copy the Narrative Structure graphic into the Notes about Reading section of their Reader s Notebooks, and add its title to the Table of Contents. Have students add the target words plot, turning point, and crisis point to their Reader s Notebook Glossary of Reading Terms. NOTE TO TEACHER A homework option. You can assign the viewing of a television show so students can practice identifying the turning point and crisis point in another narrative. homework Students should read for at least 20 minutes and identify the turning point from early in their books. 70 Readers Workshop

77 lesson The Structure of Narrative Text, 9 Part 2 students learning objective students language objectives target words Identify and apply the traditional structure of narrative Use a graphic to identify the structure of a story Reread the introduction of a narrative, and discuss how the author sets the scene and introduces the protagonist introduction, n. the beginning part of a text that leads the reader to the main part rising action, n. the series of events that leads to the crisis point; often this is a series of events that challenge the protagonist resolution, n. the ending or the outcome; the last part of the story MATERIALS Literature anthologies Chart: Narrative Structure Reader s Notebooks NOTE TO TEACHER Formative assessment. Continue listening to students read in order to assess their reading and fluency levels. prep Reread the story from Lesson 6 to determine the introduction to the story so you can give students a stopping point during the opening of this lesson. independent reading Students should read independently. As they read, circulate to add information to the Weekly Reading chart and to continue listening to individual students read. opening Review: narrative structure Have students meet in pairs or groups of three to share the turning points from their books. As they share these turning points, encourage them to explain how they know that these are the turning points. When students have had time to talk, ask two or three of them to share the turning points of their books, and to explain how they knew that these were, in fact, the turning points. Foundations Study: Middle School 71

78 Lesson 9 The Structure of Narrative Text, Part 2 opening continued Ask whether anyone has reached the crisis point of his or her book yet. If so, invite one or two students to share the crisis point, telling what happened and what made it so dramatic. Note that by knowing the structure of a narrative, students can read more efficiently and effectively. They know that, at a certain point, there will be a turning point, so, if the book is a bit slow at the very beginning, they should not abandon it. They know that it will get more dramatic. Display the Narrative Structure chart from Lesson 8. Narrative structure: introduction Note that there are some additional parts of the narrative structure that you have not mentioned yet. The first part, at the very beginning of the story, is called the introduction. Ask students to speculate about why it would be called the introduction. Be sure that they understand that it introduces the story: the protagonist, the setting, the other characters, and the tone. It shows the reader how life is before anything goes awry. Add this to the graphic on the chart: Narrative Structure Crisis Point Turning Point Introduction Ask students to meet in pairs or groups of three to look back at the story from Lesson 6 and read the introduction aloud. Then ask: What did they learn from reading the introduction? What do they know about the setting? What do they know about the protagonist? What else is introduced in this section? How did it set them up to understand the story? 72 Readers Workshop

79 Lesson 9 The Structure of Narrative Text, Part 2 opening continued Narrative structure: rising action Add rising action, to the graphic, and explain that the rising action includes all of the events between the turning point and the crisis point. The rising action builds to the crisis point. It includes all of the events, conversations, thoughts, actions, and reactions of all of the characters in the story. Usually, it is the longest part of the narrative. Narrative Structure Crisis Point Rising Action Turning Point Introduction Ask students to think about the book they are currently reading: How many think that they are somewhere in the rising action? This means that they are past the turning point, but probably not yet to the crisis point. They have definitely not finished the book. Note that, if they are in the rising action, the book is only going to get better. Narrative structure: resolution Finally, add the resolution to the graphic. Tell students that it is the ending of the story, the part that happens after the crisis point has passed. It tells the reader how the story ends: the outcome of the story. Narrative Structure Crisis Point Rising Action Resolution Turning Point Introduction Foundations Study: Middle School 73

80 Lesson 9 The Structure of Narrative Text, Part 2 opening Have students add these terms to their own graphics. continued Have students work in pairs or groups of three to: work period closing Review their timelines from Lesson 8 Identify the introduction, rising action, and resolution of the story they read during Lesson 6 Create a narrative structure graphic for the Lesson 6 story Tell students to share their graphics, and come to consensus about how the story from Lesson 6 was structured. Next, have students talk about the books they are reading. Encourage them to tell about the turning point: What happened? How did they know it was the turning point in the book? Encourage students to add any interesting new titles to the Books to Consider chart in their Reader s Notebooks. Reiterate that knowing the structure of narrative enables them to better read and enjoy this type of writing because when they know the structure, they know what to expect. Be sure that students add the target words introduction, rising action, and resolution to their Reader s Notebook Glossary of Reading Terms. They should also add the narrative structure graphic they created for the story in Lesson 6 as Narrative Structure: (Title of Story) to the Table of Contents Students should read for at least 20 minutes. homework 74 Readers Workshop

81 Reflecting on Narrative Text lesson 10 students learning objectives students language objectives target words prep independent reading Review structures of narrative Reflect on independent reading Read independently Review and apply genres to reading Write reflections on reading using sentence frames for reflecting on reading (introduced in Lesson 5) There are no new target words for this lesson. Continue to use and reinforce the language of the study and any vocabulary students may be struggling with and need to review. Create the Types of Reading, Finishing a Book, and Annotated Bibliography charts. Decide on the format for the annotated bibliography. The Annotated Bibliography chart provides some options; you may need to modify it to reflect your school s standards and practices. Suggest that students make a choice for their independent reading. They can either continue reading their books or they can read another story in the anthology to: Enjoy a new story See for themselves how much of the narrative structure they can identify, either as they are reading or in reflection: Is the turning point obvious? How about the crisis point? From what point of view is the story told? Students should read independently. As students read, circulate to add information to the Weekly Reading chart and to continue listening to individual students read. MATERIALS Chart paper and markers Literature anthologies Charts: Types of Reading Expectations for Independent Reading Reflecting on Reading Finishing a Book Annotated Bibliography Reader s Notebooks NOTE TO TEACHER Celebrating student progress. Because this lesson may mark the end of an instructional week, you may want to total the number of pages read by students and celebrate their progress toward meeting the target of reading 25 books. You might also want to compare and/or announce the amount of reading done during these first two weeks of the Readers Workshop. Encouraging choice. Be clear that if students choose to read a short story on their own, you will NOT be assessing their analysis of the story. It is just a chance for them to play with the features of narrative to see how they apply to another story. Foundations Study: Middle School 75

82 Lesson 10 Reflecting on Narrative Text opening Review: narrative structure Draw students attention to the Types of Reading chart, and review its contents. Feature/Element Purpose Source Types of Reading Fiction: Narrative To tell a story; to entertain Writer s imagination Nonfiction/ Informational: Topical How it is organized Point of view: Who is sharing the information? Structure Chronologically: what happened first, second, etc. First person (I) a character in the story Third person limited omniscient (he/ she/they) focuses on the information known by one character Third person omniscient (he/she/ they) someone outside the story who is all knowing Plot: Introduction Turning Point Rising Action Crisis Point Resolution Have students refer to the Types of Genres handout (Lesson 2), and take a moment to find out which students are reading which genres. Note that the narrative structure they have learned over the last several lessons will help them read and understand every one of the fictional genres listed on the handout. 76 Readers Workshop

83 Lesson 10 Reflecting on Narrative Text opening continued Tell the students that many biographies and autobiographies are also told as stories, and their writers make the same series of choices about how to present their information as the writers of imaginary, fictional text. Invite two or three volunteers who are reading books that follow this narrative structure to tell about their books: What genres are these books? Who are the protagonists? What are they like? What is the turning point? What happens then? How do they think it might end? As students share their books, encourage other students to add interesting titles to their Books to Consider chart in their Reader s Notebooks. Congratulate students on a week well done. Recall that this week included lots of information, some of which was probably a review, while other points were new information. Note that students read and reread a story, learned new tools of analysis, and applied them well. They took notes. They paid attention. They read. Reflections Draw students attention to the Expectations for Independent Reading chart (Lesson 4). Ask for a show of hands: How many students met each of the nine expectations this week? Celebrate students accomplishments. Ask students to write a weekly reflection as they did during Lesson 5. Give them time to review the Reflecting on Reading chart from that lesson, choose a sentence frame (or design a frame of their own), and write for at least five minutes. Have students read their reflections aloud in pairs or groups of three. Tell them you will be curious to hear any patterns they notice about their reading this week. When students are finished, ask them to share any patterns they noticed among the students in the group. Have students continue working with their groups to reread the Why Reading Books Is a Good Thing to Do article by FreeReader (Lesson 3). NOTE TO TEACHER Reading patterns. As students reflect and share on their reading, you may hear patterns such as: Common genres Common type (narrative or informational text). Point in the structure: in Rising Action? Past Crisis Point? Responses to the writers Responses to the choices of the protagonists Foundations Study: Middle School 77

84 Lesson 10 Reflecting on Narrative Text opening continued Each student should put check marks next to any of the reasons that were true for the reading that they did this week. Tell them to include not only the reading that they did in the Readers Workshop, but the reading they did in other classes and for other purposes as well. work period closing As students review the list, encourage them to add any reasons that they discover to be missing. (They might, for example, realize that they read to learn about sports events. While it might be argued that #1 Reading makes you feel smart already covers this, students might want to separate this kind of reading and create a new reason to add to the list). When the groups have finished their work, have them share their discoveries: Which reasons got the most check marks? What new reasons were added to the list? If appropriate, note that some students have either finished books or are near finishing their first books. Display the Finishing a Book chart: Finishing a Book 1. Complete My Booklist on page 150 of your Reader s Notebook. Be sure to complete all of the columns. 2. Complete the Genre I Have Read chart on page 148 of your Reader s Notebook 3. Write an annotated bibliography in Section IV: Annotated Bibliography. Remind students about the information to be included in the My Booklist chart in their Reader s Notebooks that might cause confusion, such as: Genre: Type of book. From the Types of Genres handout (Lesson 2) Rank: With 1 as terrible and 10 as the book best ever. 78 Readers Workshop

85 Lesson 10 Reflecting on Narrative Text Display the Annotated Bibliography chart: closing continued Title, Author, Genre Annotated Bibliography One of the following options: A summary of the major events, from beginning to end (this is the current option for those reading informational text) A timeline of the major events, from beginning to end A Somebody/Wanted/But/So summary A graphic identifying the turning point, crisis point, introduction, rising action, resolution, protagonist, and point of view NOTE TO TEACHER Annotated Bibliography chart. Create this chart to reflect those choices you want to offer students. Be sure to include the graphic most used in your district/school/anthology. As the year progresses, you may want to include additional options. Students should read for at least 20 minutes. homework Foundations Study: Middle School 79

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89 Week 3 The Five Essential Practices for Teaching English Language Learners Overview: How These Lessons Address ELLs Needs essential practice #1 essential practice #2 essential practice #3 essential practice #4 Develop oral language through meaningful conversation and context. Students work with partners or in small groups. (Lessons 11 15) Students participate in whole-class discussions. (Lessons 11 and 13 15) Students practice before presenting their thinking or writing. (Lessons 11 15) Teach targeted skills through contextualized and explicit instruction. Students observe the teacher modeling. (Lessons and 15) Students develop and share models. (Lessons and 15) Sentence frames scaffold students thinking and writing (Lessons and 15) Build vocabulary through authentic and meaningful experiences with words. Academic language is contextualized within the lesson. (Lessons and 15) Academic language is used in students own work. (Lessons 11 13) Build and activate background knowledge. Students share insights and observations from their own experiences. (Lessons 11, 12, 14, and 15) Teaching explicitly builds on earlier lesson(s). (Lessons 11 15) essential practice #5 Teach and use meaning-making strategies. Students write reflections about their thinking and reading. (Lessons 11 15) Students use graphic organizers and/or charts. (Lessons 11 15) Students annotate in response to their reading. (Lessons 11, 13, and 14) Students develop a glossary of terms to build academic vocabulary and knowledge. (Lessons 11, 13, and 14) Foundations Study: Middle School 83

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91 Reading Informational Text lesson 11 students learning objectives students language objectives target words prep independent reading Compare narrative and informational structures Begin pre-writing for their final papers Read a personal essay Compare a personal essay to narrative Draft a reflection on the value of reading, possibly beginning the writing with a sentence frame such as: I value reading because. essay, n. a short, literary composition on a specific theme or subject personal essay, n. a short, literary composition that presents a personal perspective on a specific theme or subject; often written from the first person, using I topical organization, n. writing with topical organization moves from one topic to another in a logical sequence, topic by topic Arrange for a brief presentation to introduce students to interesting, accessible, nonfiction books around a wide range of topics. You may want to prepare this presentation yourself by collecting titles from your classroom and from libraries, or you may want to invite a librarian to give recommendations. The purpose of this presentation is to show students that nonfiction can be very interesting to read and to convince them that such reading will be both enjoyable and useful. Make student copies of the Word Traveler essay. Be prepared to display the Final Project/Letter Prompt for students to view. Students should read, uninterrupted, for minutes. As they read, initiate the new Weekly Reading chart. Note how many students are reading books that have a narrative structure and how many have chosen books that are organized by topic. MATERIALS Chart paper and markers Nonfiction books to share Charts: Types of Reading Reflecting on Reading Reader s Notebooks Online Resources packet: Weekly Reading chart Word Traveler essay Final Project NOTE TO TEACHER Book selection criteria. In selecting the nonfiction materials, try to avoid including narrative structures such as biographies and autobiographies, focusing instead on materials that are organized by topic. Listening to students read. As appropriate, during this week, continue to listen to students whisper read, one at a time, approximately 200 words (1/2 2/3 of most pages) to get a sense of the just rightness of the books and of their understanding of what they are reading. Formative assessment. As you are noting the titles and pages on the Weekly Reading chart, note the progress students have made since the end of the second week. Does it seem they have read an hour s worth? If you are not sure, or if you think they read texts other than the one they are reading in class, check by either talking with them or asking them to write a summary. Foundations Study: Middle School 85

92 Lesson 11 Reading Informational Text opening Nonfiction: introduction Tell students that the next five sessions of the Readers Workshop will focus on reading nonfiction. Have students review their notes to review the meaning of nonfiction. Tell students that, in addition to reading stories, people read to learn about all kinds of things: how the world works, how people get along, how to dress, eat, travel, do their taxes. Note that some students may prefer this kind of writing. They may want to read something real, something that they can learn from. Explain that informational reading, in fact, is much more common than narrative reading. Invite students to reflect upon the conversations that they had during the first week of the Readers Workshop: What kinds of reading did the adults report having done? Either show students the interesting, accessible nonfiction you have collected or allow time for your librarian to do so. As the presentation continues, encourage students to add titles to the Books to Consider chart in their Reader s Notebooks. When the presentation ends, tell students that they will be reading an essay today, a piece that is organized by topic. Explain that this essay is a personal essay, which means that the writer is providing his or her own perspective about the topic and is very explicit in doing so he or she consistently says I. Ask students to look in their Glossaries of Reading Terms in their Reader s Notebooks to help them determine the point of view from which this essay is written. Review: narration/fiction Display and review the Types of Reading chart (Lesson 10). Direct students to copy it into the Notes about Reading section in their Reader s Notebooks. Comparing fiction and nonfiction Note that the purpose of nonfiction or informational writing is different from narrative. It is to present information, to inform. Add this information to the chart. 86 Readers Workshop

93 Lesson 11 Reading Informational Text opening Tell students that, as they are reading, they should pay attention to other ways in which this essay is similar to or different from the narratives they read during Lessons continued Purpose Source Feature/ Element How it is organized Point of view: Who is sharing the information? Structure Types of Reading Fiction: Narrative To tell a story; to entertain Writer s imagination Chronologically: what happened first, second, etc. First person (I) a character in the story Third person limited omniscient (he/she/they) focuses on the information known by one character Third person omniscient (he/ she/they) someone outside the story who is all knowing Plot: Introduction Turning Point Rising Action Crisis Point Resolution Nonfiction/ Informational: Topical To present information; to inform Encourage students to write themselves notes about these features of personal essay, either as they read or after they finish. They can write in the margins or at the bottom of the text. For example, they may want to write introduction next to the beginning of the essay, and then label the other parts as they read. Foundations Study: Middle School 87

94 Lesson 11 Reading Informational Text work period Have students work in pairs or groups of three to read the Word Traveler essay aloud to each other. Encourage them to stop as they read to talk about what the writer says: In which parts is the writer easy to read and follow? Where does the writer get confusing? Which parts of the essay are similar to your own experiences and thoughts? When they finish, have them collaborate to fill in the Nonfiction/Informational: Topical column of the Types of Reading chart in their Reader s Notebooks. As they read, circulate and listen to their reading, making yourself available to answer questions or address any points of confusion. Tell students that they will be: closing Sharing their charts at the beginning of the next lesson Writing a quick first response to the essay that they have just read Direct students to turn to the next available page in the Responses/Thoughts about Reading section of their Reader s Notebooks and write the title of the essay they just finished. You may want to remind them that essay titles should be punctuated with quotation marks. Draw students attention to the Reflecting on Reading chart (Lesson 5). Tell them they can choose any of the openers from the chart or can begin their reflections in another way. Give them a few minutes to write their initial response to the essay. Be sure to have students add the target words essay, personal essay, and topical to their Reader s Notebook Glossary of Reading Terms and to add First Response to a Word Traveler to the Tables of Contents. Note that the Word Traveler essay is a personal essay in which the writer explained why reading is so important in his or her life. Ask students to reflect on this issue and to write notes about the kind of readers they are. What do they value about reading? 88 Readers Workshop

95 Lesson 11 Reading Informational Text closing continued Display the Final Project/Letter Prompt, and tell students that they will be writing their letters during Lesson 15. Explain that before that time, they will gather their thoughts as a part of their nightly homework and share during the Readers Workshop opening each day. Let students know that they will be sharing their ideas at the beginning of the next lesson. NOTE TO TEACHER Sentence frame. You may want to provide a sentence frame such as: I value reading because to help students begin their thinking and writing. Students should read for at least 20 minutes. homework Foundations Study: Middle School 89

96 Lesson 11 Reading Informational Text Lesson 11 Reading Informational Text 1/1 Weekly Reading chart Week: to student name Monday tuesday Wednesday thursday Friday Lesson 11 Reading Informational Text Readers Workshop Foundations: Middle school 2010 America s Choice 1/4 Word traveler by Bart O Hagan Online Resources packet changing Places 1 I read to travel: time travel, country travel, place travel, person travel. I read to live more lives. 2 Last week, I was a dog. I pulled a sled through the snow in Alaska. We ran a long time, and I was exhausted and confused. The other dogs challenged me and took my food. I had no choice but to fight. I could feel the cold and the hunger and the loneliness of that life. 3 Before that, I was Elizabeth Eckford. I was a real African American girl, and I was all alone on the first day at a newly integrated high school. My friends and our pastor coached me before I went to that all-white school, so I knew that I just had to stay calm, no matter what those people did. I missed my ride, though, so I was alone in that screaming crowd of angry people. I could feel their white-hot anger, and I watched my father get pelted with rocks. I felt sick to my stomach 4 In the last year or so, I ve hidden from Nazis, joined a circus, fallen in love with a vampire, survived the Titanic, and gone to California on a wagon train. I was a runaway slave back in February. 5 This year, I ve traveled through space and time. I ve met some interesting people and done some interesting things, but in reality, I have never been in danger, and all this traveling has cost me nothing. No money for plane tickets. No money for places to stay or hide, and no money for food. I don t need anything but a book and, sometimes, a snack, since all of this has happened inside my own head. 6 For me, reading is like flying, soaring through time and life. By reading, I can be and do so much more than my one single life can possibly offer. Photos: isctockphoto.com/s-e-r-g-o (top); istockphoto.com/benoit Rousseau Readers Workshop Foundations: Middle school Online Resources packet 90 Readers Workshop 2010 America s Choice

97 Lesson 11 Reading Informational Text Lesson 11 Reading Informational Text 2/4 Word traveler by Bart O Hagan Being in charge 7 When I read, I like the fact that I am in control. I can read fast. I can read slowly. I can reread when I realize that I missed something, and I can sit and stare, visualizing how something or someone might look or sound. 8 I can read what I want when I want for as long as I want. I can choose to read about how to make pizza or buy a phone or organize my closet. I once read an entire book about oranges. Yes, oranges. I learned why the ones with thin, smooth skins are the sweetest, and why they are so good for you. I learned that they were once prized as Christmas gifts. Who knew that oranges could be interesting? 9 I read to find out things. Like most students, I spend lots of time on the computer. When someone talks about a movie or a place that I don t know about, I click into a website and read about it. Somebody posted something about Lady Gaga. She is so strange, but she has such a great voice. Last night, I read about her. Did you know that she really does know how to play the piano? That she actually took piano lessons? 10 On one of the sites, there was a sports update about curling, that weird slow sport that they love so much up in Canada. I read about that, too. 11 I read for school, of course. Sometimes school reading is a bit dull, but I can see that it will get me the knowledge and grades necessary to have the kind of life that I want when I am an adult. School reading is not enough, though: I doubt any teacher would assign readings about oranges or Lady Gaga or curling, but these are cool things to know about. No one can stop me from reading about the things that interest me. I am in charge. Photos: istockphoto.com/hrvoje Tomic (top); istockphoto.com Scott Leigh (bottom) Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Lesson 11 Reading Informational Text 1/1 Final Project/letter Prompt Due at the end of Lesson 15 Write a letter to a parent, teacher, principal, librarian, friend, brother, sister, or other member of your family in which you: Summarize what you have learned about reading during these first three weeks of the Readers Workshop. Explain why reading is important to you. Outline what you plan to read during the rest of the school year: What books? Genres? Topics? Writers? Predict the benefit you will gain from doing this reading. Suggest ways that they can help you meet your goals for the Readers Workshop and the 25 Books Campaign. Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Foundations Study: Middle School 91

98 Lesson 11 Reading Informational Text Lesson 11 Reading Informational Text 1/1 Weekly Reading chart Week: to student name Monday tuesday Wednesday thursday Friday Readers Workshop Foundations: Middle school 2010 America s Choice Name Online of Resources Mini, Student packet Reader, page X 92 Readers Workshop

99 The Structure of Informational Text lesson 12 students learning objectives students language objectives target words Compare narrative and informational structures Summarize a personal essay Discuss homework and notes about nonfiction Reread a personal essay and craft an oral summary that includes the writer s name, the purpose of the essay, the subtopics, and appropriate signal words Draft a plan for future reading, along with a statement of the benefits they hope to gain from it, possibly using sentence frames such as: I plan to read (types of reading), and from this reading, I hope to gain/learn. topic, n. the subject of an essay or informational presentation subtopic, n. a part of the subject transition, n. a change from one thing to another; transition words signal a change in ideas, information, or subtopics within an essay or presentation summary, n. a short version of a story, presentation, essay, or incident that includes the main points MATERIALS Chart paper and markers Charts: Informational Summary Signal Words that Show Sequence Word Traveler essay (Lesson 11) Reader s Notebooks NOTE TO TEACHER Formative assessment. Continue to listen to students read in order to assess their reading and fluency levels. prep Prepare the Informational Summary and Signal Words that Show Sequence charts to complete during the lesson. independent reading Students should read, uninterrupted, for minutes. As student read, circulate to add information to the Weekly Reading chart and to continue to listen to individual students read. opening Debriefing about homework Ask students work in small groups to share their homework notes: How are they similar to or different from the Word Traveler? What have they read lately? What lives/places/times have they inhabited? Foundations Study: Middle School 93

100 Lesson 12 The Structure of Informational Text opening continued What kind of readers are they? Do they read to live other lives? To learn about people/topics? To get good grades? To build their vocabularies? How does the Readers Workshop affect them as readers? Ask each group to identify a spokesperson who will share the groups responses. Before the groups share their thinking, tell students that they will be writing a piece later this week about their reading and will be able to use their notes when they write. Encourage them to listen to the presentations and to add any new and interesting ideas to their own notes so they can include them, if they want, when they write. Have the groups share their thinking. Invite plenty of student discussion. Summarizing informational text When the groups finish, point out that these were informational presentations. Their purpose was to inform everyone of the group s thinking. They were not telling a story, so they did not introduce characters (they introduced some people), and they did not tell a plot with turning points or rising action or crisis points. They summarized people s ideas, and they organized their summaries by topic. The structure of these reports was entirely different from the narrative structure addressed in last week s lessons. Tell students that you will be sharing an interesting way to summarize information like that in the presentations they just heard. This approach will seem familiar. It is called Somebody/Wanted to Explain/So/And. Display the Informational Summary chart: Informational Summary [Somebody] wanted to explain so and Tell students that the [Somebody] is the speaker or writer. 94 Readers Workshop

101 Lesson 12 The Structure of Informational Text opening continued Use one of the group spokesperson s names from the presentations as a demonstration. Write the name on the chart. Note that the student wanted to explain the ideas of the readers in his or her group. This was the topic of the presentation. Ask students to recall what that person said at the beginning of his or her presentation. Write that topic on the chart under so : [Somebody] Aliesha Informational Summary wanted to explain wanted to explain her group s ideas, so so first she told about Gabe s description of himself as a fast reader who is mostly interested in facts, and Then, ask students what was presented second, and add that to the chart under and : [Somebody] Aliesha Informational Summary wanted to explain wanted to explain her group s ideas, so so first she told about Gabe s description of himself as a fast reader who is mostly interested in facts, and and then how Morgan described herself as mostly being interested in reading about sports. Foundations Study: Middle School 95

102 Lesson 12 The Structure of Informational Text opening Ask students to recall the presentation s third subtopic, and add it to the chart: continued [Somebody] Aliesha Informational Summary wanted to explain wanted to explain her group s ideas, so so first she told about Gabe s description of himself as a fast reader who is mostly interested in facts, and and then how Morgan described herself as mostly being interested in reading about sports. After that, she told about LaShondra reading mysteries in her room, when she was supposed to be doing her homework. Continue until all of the subtopics of the presentation have been mentioned. Be sure to use finally to introduce the last part of the presentation. Informational Summary [Somebody] wanted to explain so and Aliesha wanted to explain her group s ideas, so first she told about Gabe s description of himself as a fast reader who is mostly interested in facts, and then how Morgan described herself as mostly being interested in reading about sports. After that, she told about LaShondra reading mysteries in her room, when she was supposed to be doing her homework. Finally, she described herself as really liking the Readers Workshop because, for the first time, reading is actually fun. Note that the so and the and columns of this chart are where the various parts or subtopics of the presentation are listed. Define subtopic as a part of the main topic. 96 Readers Workshop

103 Lesson 12 The Structure of Informational Text opening continued Note that they have now developed a summary of an informational presentation. In this summary, the [Somebody] was the speaker. When they write summaries of written material, the [Somebody] will be the writer. Define summary. Note that this, like the one from the narrative lesson, is much shorter than the original. Unlike a summary of a narrative that outlines what happened, an informational summary outlines the subtopics. Circle the various subtopics (Gabe, Morgan, etc.) that were introduced. Note that each of these subtopics were a part of the presentation that [somebody] gave about the topic. They are each included in the summary. Informational Summary [Somebody] wanted to explain wanted to explain her group s ideas, so and Aliesha so first she told about Gabe s description of himself as a fast reader who is mostly interested in facts, and then how Morgan described herself as mostly being interested in reading about sports. After that, she told about LaShondra reading mysteries in her room, when she was supposed to be doing her homework. Finally, she described herself as really liking the Readers Workshop because, for the first time, reading is actually fun. Foundations Study: Middle School 97

104 Lesson 12 The Structure of Informational Text work period Give students time to add the target words topic, subtopic, transition, and summary to their Reader s Notebook Glossary of Reading Terms. Then, have them copy the Informational Summary chart from this lesson into their Reader s Notebooks. Note that you used this summary frame [ Somebody ] wanted to explain so and to write a summary of a class presentation. It can also be used to summarize an essay. Have students look at the Word Traveler essay. Draw their attention to the titles of the subtopics. Explain that these will be useful as they write their summaries. Have students work in pairs or groups of three to: Reread the Word Traveler essay Identify the writer, the [Somebody] Name the purpose of the essay, the wanted to explain Summarize the subtopics As students work, circulate and listen to the conversations, suggesting words or phrasings and encouraging students to use the summary frame. closing When students finish their summaries, underline the signal words that you used on the Informational Summary chart, words like: first then after that finally Ask students to identify the function of these words. Tell students that these words are used to show a transition. Define transition(s). Note that some words indicate the beginning of the summary, while others are useful in the middle and still others at the end. 98 Readers Workshop

105 Lesson 12 The Structure of Informational Text closing Enter the words you used on the Signal Words that Show Sequence chart: continued Signal Words that Show Sequence Beginning Middle End First Then Finally After that Invite students to brainstorm other words or phrases that could be used for a summary. Add their suggestions to the chart. Have students add signal words to their summaries if they did not include them in the first draft. Invite two or three groups to share their summaries. Note how they included subtopics and used signal words. Keep the Signal Words chart posted for students reference. Signal Words that Show Sequence Beginning Middle End First Then Finally At first After that At the end In the beginning Second In conclusion The first subtopic was Initially Third Next The next subtopic was Following Additionally Furthermore For example Conclusively NOTE TO TEACHER Sentence frames. You may want to provide sentence frames such as I plan to read (types of reading) and I hope to gain to help students get started in their writing and thinking. Also Foundations Study: Middle School 99

106 Lesson 12 The Structure of Informational Text homework Students should write a brief statement about the kinds of reading, both fiction and nonfiction, that they like to do. They should also include the kinds of reading they plan to do between now and the end of the school year and what benefits they hope to gain from this reading. Like the homework assigned in Lesson 11, these notes will be shared at the beginning of the next lesson and will be useful for students final writing project. Students should read for at least 20 minutes. 100 Readers Workshop

107 Summarizing Informational Text lesson 13 students learning objectives students language objectives Collect information for the final project Identify strategies for efferent reading Summarize an informational article Read an article and highlight important or interesting Collaboratively develop a summary of an article MATERIALS Highlighter pens (one per student) Chart: Types of Reading Reader s Notebooks Online Resources packet: The Hot Dog article target words efferent reading, n. reading with attention to understanding, analyzing, and/or learning information aesthetic reading, n. reading with attention to effects, inferences, and reactions to text Make student copies of The Hot Dog article. prep independent reading Students should read independently. As they read, circulate to add information to the Weekly Reading chart and to continue listening to individuals read. opening Sharing information Ask students to share their ideas in small groups: What kinds of reading do they enjoy? What genres? What authors? What types of reading do they find themselves drawn to? What reading do they plan to do throughout the year? What benefits do they hope to gain from this reading? Ask each group to identify a spokesperson who will share the groups responses. Before the groups share their thinking, remind students that they will be writing a piece later this week about their reading, and will be able to use their notes when they write. Encourage them to listen to the presentations and to add any new and interesting ideas to their notes so that they can include them, if they want, when they write. Foundations Study: Middle School 101

108 Lesson 13 Summarizing Informational Text opening continued Have the groups share their thinking. Invite plenty of student discussion. Remind students that the purpose of informational writing is to inform or to explain something to the reader. For example, in Word Traveler essay, the writer wrote to inform the reader of his reasons for reading. It was a personal essay, written from a first-person point of view. Explain that more commonly, informational writing is written from an objective point of view, keeping the reader s focus on the topic that is being explained. Tell students that today, they will be reading and summarizing an article that was written from an objective point of view. NOTE TO TEACHER About the name Xolo. Even with the pronunciation guide, many readers stumble over the breed name. Assure students that Xolo is the common name for these dogs. Reading nonfiction Tell students that readers of informational text usually are reading to find out something. This is efferent reading. It is quite different from reading novels or short stories or plays or poetry, which is called aesthetic reading because the reader responds to the story and the language that the writer has presented. Explain that efferent readers want information, and they want to be sure that they understand what is being said. For this reason, they read informational text carefully: They tend to sit up, often leaning forward over a table or desk. They tend to identify specific information. They look for information that seems important or surprising/interesting. When they are in classes, they also look for information that is imminently forgettable Tell students that this last category of information generally refers to the important information that readers would forget immediately if they did not make a special effort to remember it. Note the category of information that you tend to forget: Do you forget numbers? Names? Places? Dates? Tell students what you have difficulty in retaining, and let them know that, when you encounter this type of information in a situation where you need to remember it, you have to work harder. 102 Readers Workshop

109 Lesson 13 Summarizing Informational Text opening continued Invite students to share the kind of information that they tend to forget, and encourage a discussion about ways that they can be sure to overcome these problems. Let students know that, when people read informational text, especially for school, they also tend to annotate the text, meaning that they mark the information that strikes them as important, interesting, and/or imminently forgettable. Be sure students have the following: Highlighter pens Pens/pencils The Hot Dog article Quickly preview the article, noting its form (title and subheadings) and that it: Uses the title and the introduction to identify the topic The Hot Dog Uses subheadings to identify some subtopics: Going Hairless, Man s Best Friend, and Xolos Friends Note, too, that the pictures provide clues about the article s content, and that definitions of some terms are provided in the margins. Compare this format with a short story or other piece of narrative writing. Add your observations to the Types of Reading chart you began during Lesson 10. Tell students that you would like them to practice reading like a reader who wants to be informed. Annotating nonfiction Tell students that you will read aloud the first three paragraphs of the article, stopping at the subtitle, Going Hairless. Explain that as you read, they should highlight any information that strikes them as important, interesting, and/or imminently forgettable (but should be remembered). When you finish reading, give students time to reread and highlight anything they might have missed. Then, have them share their highlightings with a partner: What did they highlight? Did they think it was important? Why? Did it seem interesting? Why? Foundations Study: Middle School 103

110 Lesson 13 Summarizing Informational Text opening continued work period Was there anything that was imminently forgettable? What? Why might it be important to remember? Invite one or two students to share their annotations with the class, explaining the reasons they chose to highlight what they did. Tell students that they will be reading the rest of the article aloud in pairs or groups of three. As they read, they should annotate the important, interesting, and/or imminently forgettable information. When they finish, they should compare annotations and talk about the essay. Summarizing the article Review the process for writing a summary from Lesson 12. Tell students that when they finish comparing annotations and talking about the essay, they should work together to complete an informational summary titled Informational Summary: Word Traveler in their Reader s Notebooks. As they read and discuss, circulate and listen to their reading and conversation, clarifying information, and encouraging their annotations. When they finish reading, remind them to write their summaries. closing Have the groups share their summaries, share their annotations, and talk about the essay: Have any of the students seen one of these dogs? Would they like to have one as a pet? Why? Remind students of the 25 Books Campaign and the requirement that at least one book be nonfiction. Suggest that they may want to read about Xolos or other dog breeds or even other pets that people have. Note that the purpose of informational text is to provide information, and that, by reading this article, they have learned about a topic that they probably knew very little about before this lesson. Ask students whether they think they could take a test on this subject. Then, ask them how they would prepare for the test. 104 Readers Workshop

111 Lesson 13 Summarizing Informational Text closing continued homework Note that informational text is often included in a course or class in order to add to students knowledge. Explain that while you will not be giving them a test on this article (knowing about Xolos is its own reward), they often will find themselves reading about similarly unexpected subjects in the classes they will take throughout middle school, high school, and college. Tell students that this is only one of the reasons that people read informational text. But it is the one that affects most of them the most often, so Lesson 14 will focus on how textbooks are organized. Students should bring a textbook from their history, science, math, or another class to use during Lesson 14. Students should also write notes about what their audience could do to help them meet the requirements of the Readers Workshop and the 25 Books Campaign. They will be sharing their ideas at the beginning of Lesson 14. Students should read for at least 20 minutes. NOTE TO TEACHER Sentence frame. You may want to provide a sentence frame such as In order to meet my goals, I could use help with to help students get started in their thinking and writing. Foundations Study: Middle School 105

112 Lesson 13 Summarizing Informational Text Lesson 13 Summarizing Informational Text 1/4 the Hot Dog The HoT DoG 1 During the last Ice Age, people migrated, or moved, into the Americas across the Bering Strait, bringing with them their families, their cultures, and their dogs. As they spread out across North and South America, the people adapted: those who settled in the North learned to build shelters to protect themselves from the cold, while those who journeyed to the Southwest learned to value water, stay in the shade, and protect themselves from the burning sun. 2 Their dogs adapted, too. In the far north, dogs with thick coats could survive the harsh conditions and carry people s provisions through the snow. Dogs with thick undercoats and strength survived, and, over time, the wolf-like dogs that crossed the Bering Strait became the huskies that pull sleds today. 3 Meanwhile, in the humid jungles of humidity, n. the water vapor in the air Central America and the Caribbean, the humid, adj. air that contains lots of water vapor conditions were very different. Dogs with thick coats would not survive: the heat and humidity would cause their bodies to overheat, and fungus infections would cause their skins to itch and become infected. The jungles demanded not strength and endurance, but speed and intelligence. Survival depended on hunting small prey that could disappear all too quickly. Those who adapted survived. Photos: Dreamstime.com/Anna Utekhina (top); istockphoto.com/john_ Woodcock (bottom) Readers Workshop Foundations: Middle school Lesson 13 Summarizing Informational Text 2010 America s Choice 2/4 the Hot Dog Online Resources packet Going Hairless 4 It was in these conditions that xoloitzcuintle (pronounced show-low-eats-queent-lay ), the first all-american breed of dog, appeared. Xolos, as they are called, have been shown through DNA mapping to have descended from the wolf-dogs that crossed the Bering Strait more than 5,700 years ago. Over more than 5,000 years, they adapted to their environment to become a separate breed that, when mated, consistently produce puppies with very special characteristics. 5 In order to survive, these dogs were small, ranging between 18 and 24 inches in height and weighing between 20 and 30 pounds. They learned to move quickly, too, and to eat almost anything, giving them a distinct advantage in jungle environments. Their most distinctive characteristic, however, is their appearance. 6 Xolos are strange looking dogs. Most characteristic, n. a distinguishing trait or quality have no fur other than, perhaps, a festive little patch on the tops of their heads. This is the reason for their more common name, the Mexican Hairless dog. They have long, batlike ears, and are usually gray (though some are gray and white, and others reddish brown). Xolo puppies can be born grey, but change colors as they grow older. Photos: Dreamstime.com/ Nikuwka (left); istockphoto.com/liv Friis-Larsen (right) Readers Workshop Foundations: Middle school Online Resources packet 106 Readers Workshop 2010 America s Choice

113 Lesson 13 Summarizing Informational Text Lesson 13 Summarizing Informational Text 3/4 the Hot Dog 7 Unlike other dogs, Xolos have sweat glands in their chests and abdomens, and a body temperature of 104 degrees, higher than other breeds of dogs. This means that the hairless dogs can also be sweaty dogs; however, their bodies harbor no fleas, dander, or fungi. 8 Xolos clean themselves like cats. They seldom pant or bark. Man s Best Friend omnivorous, adj. willing to eat both plants and animals codices, n. books, writings 9 These characteristics helped Xolos survive in the jungles. They have also made them good pets and companions. Because of their omnivorous diets, cleanliness, intelligence, and warmth, Xolos have long been a part of Mexican culture. 10 Xolos appear in the earliest Mayan codices, developed hundreds of years before the Spanish arrived. Historically, the Maya relied on Xolos to guide them to the afterlife. Xolos, it was thought, could navigate the souls of the dead through the underworld to the place of the gods. 11 For this reason, Xolos were commonly sacrificed and placed in graves with their masters, and were outfitted with an ear of corn to eat or possibly share with their masters during the journey. Since the Maya had no domesticated animals such as chickens, sheep, or cattle, Xolos were also regarded as food. The presence of a Xolo guaranteed the traveler s success in reaching the underworld: if the ear of corn was not sufficient for the journey, it was expected that the traveler would eat the Xolo. A Mayan codex Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Photo: Wikipedia.com Lesson 13 Summarizing Informational Text 4/4 the Hot Dog 12 Xolos were also thought to have the power over rain and lightening, and, in some places, they were considered magical and medicinal: their warm bodies could bring relief from things like the flu, toothaches, insomnia, arthritis, and headaches. Xolos are perfect replacements for hot water bottles. 13 Today, many regard Xolos as perfect apartment dogs: they are clean, quiet, small, and exotic. They need little space and give much love. They never shed. Xolos Friends 14 The first Xolo was registered with the American Kennel Club in 1887 and Chinito Junior, a Xolo, took the grand championship in Currently, there are more than 2,000 Xolos in Mexico, and the Xolo Club of North America has worked tirelessly to promote the breed. Xolos are becoming more and more popular in both North America and Europe, with more than 750 certified Xolos in the United States alone (thought it is believed that there are many more that are not on the records.) american kennel club. The AKC is a group that keeps records of pedigree and pureness of dog breeds. They also define breed standards and identify champion dogs in each recognized breed. 15 From hairless hunter to guide to the gods, from medicine to metro dog, from food to fashion, Xolos have survived. Because of their adaptation, characteristics, and popularity, Xolos are, indeed, the original American hot dogs. Photo: Dreamstime.com/Nndemidchick Readers Workshop Foundations: Middle school 2010 America s Choice Online Resources packet Foundations Study: Middle School 107