Lesson Plan

Teacher Candidate’s Name: Amanda Pedi

Date: September 25, 2019
Lesson Title: Reader’s Workshop
Context: Kindergarten Reading Lesson

Central Focus: The purpose of this lesson is for students to acquire more knowledge about a book that they have read
once before. Students will work with a non-fiction book that they have taken a picture walk through and begin to make
connections between the pages and rethink what they have read. By rethinking, students will be able to think beyond the
story and make connections to real life. By then engaging in partner reading, students will share what they have learned
with a partner and communicate their different ideas and make new connections between texts and real world events.

Essential Questions: What do you think about the book you are reading? What does reading this book remind you of?
Which pages in the book are ‘wow’ pages? How can you add a pinch of you to this page?

NJCCCS/ NAEYC Standards:

CCSS.ELA-LITERACY.RI.K.3 With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
CCSS.ELA-LITERACY.RI.K.5 Identify the front cover, back cover, and title page of a book.
CCSS.ELA-LITERACY.RI.K.10 Actively engage in group reading activities with purpose and understanding.
2E.14 Show or describe two examples of ways you help toddlers or twos understand that pictures (in books, on screen, or
elsewhere) can represent real things in the environment.

Learning Goals: Students will be able to rethink what they have read by reading independently and then with a partner.
Students will be able to seesaw read with their reading partners. Students will be able to add a ‘pinch of themselves’ to
story pages by recalling things that remind them of what they are reading. Students will be able to use the phrase ‘I think’
to communicate their ideas.

Academic Language:
Identified Language Demands Planned Language Supports
Vocabulary (rethink, independently, seesaw read, ‘pinch of me’, In a whole group lesson, the teacher will model how to
recall, remind, communicate, I think) rethink about what they have previously read, and use
post its to add a ‘pinch of themselves’. Teacher will
then explain how adding a ‘pinch of themselves’ shows
readers how to recall ideas outside of the story and
how the ‘pinch of me notes’ reminds the students of
their connecting ideas from the story to the outside
world. Teacher will direct the student’s attention to the
reader’s workshop anchor chart and remind students of
their partner reading rules.
Language Function Students will use the vocabulary during the whole
group lesson, and when seesaw reading and sharing
with their partners.
Syntax Reader’s workshop vocabulary is located on the
reader’s workshop anchor chart. Teacher will model
the usage of vocabulary in whole group.
Discourse Interpreting their chosen books with their partner, using
‘pinch of me’ notes and during the whole group
discussion.

Procedure:
Duration Instructional Strategies and Learning Tasks Assessment
10:00-10:10 Anticipatory: Teacher will have students gather on the rug with a pencil. Teacher Informal:
will remind students of their prior, non-fiction reading and how they have been Teacher will
reading and communicating what they have learned from their books with their check in with
partners. Teacher will then tell readers that they are able to take their reading one students to
step further. “The goal of our lesson is to make connections to the books we have make sure they
been reading” Students are able to add a “pinch of me” to each page by using a understand the
post-it note. Before distributing post it notes (each child will receive 3 to start), goal and what
teacher will model how to use the post it notes: When I look at this picture of a they need to
dolphin, I see that is surrounded by bubbles. ‘I think that when dolphins breathe do.
under water, a lot of bubbles comes out. Wait, I remember when I went to the
aquarium and watched a dolphin show, I remember the trainers saying that dolphins
breathe through their blowholes on the top of their heads.’ Then the teacher will
draw a smiley face by drawing a smiley face on the note and then placing it on the
page that was used to make the connection. ‘By me adding a ‘pinch of me’ I am
becoming a stronger reader because I can take what I have read and use it outside
of the book! By adding a “pinch of me” students are getting deeper into their reading
and making connections to real life and by doing this, we are becoming better
readers! Remember, good readers read and then reread (Calkins 2019).
10:10-10:20 Independent Reading: Before moving to their reading spots, students will retrieve Formal:
their books from their book bins, and draw their faces on their post it notes with a Teachers will
pencil and keep the stack close by as they read. Students will take their book and walk around
post-it notes and find their reading spot around the room. Once they have found and use a
their spot, students will begin to re-read their story and place their post it notes on rubric to check
‘pinch of me’ pages. During this time, teachers will walk around the room and assist for mastery of
struggling students with formulating ideas and marking their progress on the formal understanding.
assessment rubric. Students shouldn’t be told an answer, but they should be
guided towards it.
10:20-10:30 Partner Reading: After re-reading their chosen book, students will sit with their
assigned reading partners, then seesaw read and share their new discoveries.
Students will listen to their partners, share their ideas and talk about the
connections they made using their ‘pinch of me’ notes. Students are encouraged to
move their notes around their book to accommodate better ideas or connections to
the story.
10:30-10:35 Closure: Teacher will announce “Readers!” and students will respond with the
teacher’s name. Students will return to the carpet with their books and share what
 they have discovered with their partners and share their ‘pinch of me pages’.
Teacher will select 3 students using the popsicle sticks and have those three
students share their pinch of me pages and why they chose them. At the end of the
lesson, students will put their books back in their bins, with their notes still attached
to the book pages and then return to the carpet for further instruction.

Accommodations:
Identified Support for …… Specific Characteristic(s) Planned Accommodation(s)
(Strength/Need)
Kathleen Strengths: Kathleen is During the independent reading,
always ready to be engaged teachers will be walking around and
in a lesson and enjoys constantly checking in with Kathleen.
contributing to the Kathleen will also be able to choose a
conversation when she is book that interests her in order to hold
familiar with the topic. her interest. During partner reading,
Need: Kathleen needs Kathleen will be partnered with a reader
 visual cues, of a higher level in order to guide her
 manipulatives, thoughts.

 multisensory cues,

 her attention must

be gained before
giving directions
 repetition of
instructions
expectations and limits must
be clearly defined.
Kylie Strengths: Kylie is very During the independent reading,
willing to participate in teachers will be walking around and
classroom discussions. She constantly checking in with Kylie. Kylie
follows along and raises her will also be able to choose a book that
hand when she wants to interests her in order to hold her
contribute something to the interest, along with a book with detailed
discussion. Kylie has a pictures and easily recognizable words.
speech impediment, which During partner reading, Kylie will be
can affect her confidence partnered with a reader of a higher level
when speaking to peers that in order to guide her thoughts.
are not her two sisters
(Kayla and Kathleen)
Needs:
 Use of visual cues
 Manipulatives
 Multisensory cues
Gain student direction before
 directions and then provide
repetition of directions
Thomas Strengths: Thomas is a very During the independent reading,
happy and bubbly child with teachers will be checking in with
a lot to say. He is not afraid Thomas. Thomas will also be able to
to contribute to a choose a book that interests him in
conversation and enjoys order to hold his interest. The books
talking with his peers. Thomas will be able to choose from will
Needs: Thomas has no have colorful and detailed pictures so he
modifications or can gain a better understanding of his
accommodations listed in his chosen book. During partner reading,
IEP, however, based on Thomas will be partnered with a reader
observation he does receive of a higher level in order to guide his
Core Plus More which thoughts.
entails a push in/pull out
support for reading and math
and reading. Thomas needs
to occasionally be reminded
of the directions and what
his task is.

Modifications for Students with Disabilities:

Identified Support for …… Specific Planned Modification(s)
Characteristic(s)
(Strength/Need)
Kathleen Strengths: Kathleen is SWBAT place a minimum of 3 “pinch of me” notes in
always ready to be her story.
engaged in a lesson and
enjoys contributing to the SWBAT communicate with her partner about her
conversation when she is new ideas.
familiar with the topic.
Need: Kathleen needs
 visual cues,
 manipulatives,
 multisensory
cues,
 her attention must
be gained before
giving directions
 repetition of
instructions
expectations and limits
 must be clearly defined.
Kylie Strengths: Kylie is very SWBAT place a minimum of 3 “pinch of me” notes in
willing to participate in her story.
classroom discussions.
She follows along and SWBAT communicate her new discoveries in a
raises her hand when she whole group lesson.
wants to contribute
something to the
discussion. Kylie has a
speech impediment, which
can affect her confidence
when speaking to peers
that are not her two sisters
(Kayla and Kathleen)
Needs:
 Use of visual cues
 Manipulatives
 Multisensory cues
Gain student direction
before directions and then
provide repetition of
directions
Thomas Strengths: Thomas is a SWBAT place a minimum of 3 “pinch of me” notes in
very happy and bubbly his story.
child with a lot to say. He
is not afraid to contribute SWBAT discover 2 connections from his story to the
to a conversation and real world.
enjoys talking with his
peers.
Needs: Thomas has no
modifications or
accommodations listed in
his IEP, however, based
on observation he does
receive Core Plus More
which entails a push
in/pull out support for
math and writing. Thomas
needs to occasionally be
reminded of the directions
and what his task is.
Materials:
  Teacher Materials: Non-fiction dolphin book, post-it notes, cup of sticks with student names, formal assessment
rubric.
 Student Materials (student chosen books, post it notes) book bins, sticky notes, pencils, carpet squares.

Homework / Assignment for Next Class: None

 References

Calkins, Lucy. We Are Readers. Heinemann 2019.

 The main learning outcomes of this lesson were for the students to rethink what they have read by reading
independently and then with a partner, be able to seesaw read with their reading partners and add a ‘pinch of
themselves’ to what the book pages by recalling things that remind them of what they are reading.
Considering that this lesson is one of the first series of lessons that introduces the students to reading and
making connections, the goals of this lesson are very flexible to accommodate all students who are learning to
read. The expected learning outcomes of this lesson were for students to continue to practice their partner
reading strategies, and to continue to build upon their prior knowledge of the books they chose for themselves.
By continuing to build upon their prior knowledge of concepts of print, using picture clues, and taking picture
walks through the stories, the students are using valuable tools to help them better understand their book while
having a minimal understanding of the words and their meaning. The students began to make connections to
the world outside their story. This was the main focus of the lesson, and the students will continue to practice
this skill throughout the year.

I have learned that my students are very capable learners and they have so much potential to become
stronger readers. In terms of this lesson, the concept is difficult to grasp, but I feel that my students were able
to gain an understanding of the concept, and their understanding will grow as they continue to practice this skill
throughout their reading. I was also able to identify my struggling readers based on the assessment I
implemented and through my one on one discussions with them during their reading time. The students have
so many ideas, and I look forward to giving them more time to incorporate their ideas into their reading. I
intend to continue watching my students create new ideas and continue to grow as readers throughout the
reader’s workshop curriculum.

If I were to teach this lesson again, I would follow the I do, we do, you do, outline which entails the
teacher, leading a whole group lesson and providing a model for the students to use as an example. Then, the
we do, in which the teachers and the students do the activity together as a whole group, following the model
the teacher first presented. Lastly, the you do, which is the independent practice which allows the students to
independently practice what they have just learned in a quiet learning setting. I feel that since my students are
still learning how to read, it would have been more beneficial to give them more time to figure out their ideas.
My students that were excelling at the lesson were constantly asking for more post it notes and providing
examples of what their stories reminded them of. This lesson came from the Middletown curriculum, which is
from the Lucy Calkins reader’s workshop curriculum. I adapted this lesson to kindergarten and made it more
developmentally appropriate for them as emergent readers. I would also like to provide more time for giving
the students a more involving assessment, but I know that it is difficult to implement this kind of assessment so
early in a kindergarten curriculum, so I would like to wait until my students have learned more and become
more involved as readers and writers.

These changes would improve the learning of my students because by incorporating more guided
instruction, the students will have more of a model to work with. Since my students are kindergarteners, they
respond very well to modeling and having a visual of what is expected of them. Understanding the concept of
making connections from the story to the real world is complex, but this unit is tailored for students to
understand the basics of reading. However, the students require more modeling to be able to grasp reading
concepts and be able to successfully use them throughout their life. By modeling, according to the AFIRM
module, modeling is one of the better ways to introduce and demonstrate a topic to students. Throughout my
lessons, I will include more modeling for my students.