Shared Reading into Workshop

RATIONALE FOR THE LESSON:

This lesson is developed for students who are emergent readers (levels A-B)
through transitional readers (levels H-M.) The ranges in developmental reading patterns
are vast so this lesson is designed to try and meet the needs of all students in the class. I
have been in the classroom for about 8 weeks now. I able to identify more closely which
students are lower and higher level readers. I am trying to further develop this lesson to
meet all ranges. The students have previously been learning about how write stories using
beginning, middle, and end. My cooperating teachers are also starting to introduce
beginning, middle, and end to retell a story. The students have been exposed to how to
look for characters and setting during demonstration and using their own books. For this
lesson I will take their learning a step further and use a Shared Reading text to model
how to retell a story using various elements. The students later are expected to portray
their ability to do this kind of thinking independently. It will guide them to help with
comprehension of texts and find key details. It was also lead them to discover how to find
the problem and solution of a story from these key details.

From learning about shared reading in my methods course I will use the strategies learned
to meet the needs of all learners. This lesson will include using individual and group
interaction to reach the levels of all. During the lesson students will be familiar with the
shared reading and anchor chart experience that will take place afterwards due to routine
in the classroom.

OUTCOMES/GOALS:
For the Student:
CCSS: RL.2.1
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
CCSS: RL 1.3 Describe characters, settings, and major events in a story, using key details

For the Teacher:

WI Teaching Standard: 7
The teacher plans instruction based upon knowledge of subject matter, students, the community,
and curriculum goals.
Performance : As an individual and a member of a team, the teacher selects and creates
learning experiences that are appropriate for curriculum goals, relevant to learners, and
abased upon principals of effective instruction ( e.g. that activate students prior
knowledge, anticipate preconceptions, encourage exploration and problem-solving, and
build new skills on those previously acquired.

LEARNING OBJECTIVE:
The students will be able to retell a story using key elements such as identifying character,
setting, beginning, middle and end.

ASSESSMENT:
During the Shared reading I will be asking students to participate. I will be selfmonitoring which students are participating and which ones seem a bit confused. I will
use an anecdotal note sheet to assess which children can start to retell even during the
demonstration portion of my lesson. The note sheet will have the following descriptions
on it: student can identify/describe character, setting, beginning, middle, and end of story.
I will also ask comprehension questions throughout the story to assess understanding. I
will have the students participate in a turn and talk in which I will ask the students what
key events represented the middle of the story. Although this is just one aspect of
retelling, I will monitor during the turn and talk if the students can figure this element
out. I will keep an anecdotal note sheet assessing which students could use evidence to
figure this out. While the students are reading I will use an anecdotal note sheet to asses
them individually with their just right books. I will sit side-by-side as many students as I
can to assess if the students are able to use these specific elements to retell their story. I
will also assess whether or not the students can do these things with or without assistance.
When the students are partner sharing with the retelling sticks, I will also be assessing if
they can identify whether or not they can use key elements to retell a story. I will again be
assessing by making notes on my anecdotal note sheet.

STRATGIES FOR STUDENTS OF VARYING LEVELS OF DEVELOPMENT AND

IDENTIFIED LEARNING NEEDS:
For the lower level early readers this story will allow them to really comprehend what is going
on. Because all students have been exposed to The Three Billy Goats Gruff, they will be able to
recall the story easier. This will help out the lower level readers especially because they can
picture the story in their heads even before I read it again. I will also be using one-to-one match
to help these students. This early good reader strategy will help lower level students stay focused
and on task while I am reading. Then when students are able to individually read they can use
their own books to retell. This will let students retell stories on their own level. Some students in
the class have small chapter books ( the transitional readers), so it will be more challenging for
them to retell due to the lack of pictures. They will be able to focus on just retelling chapters in
their stories. This will make for a good variety in the classroom. While I will be retelling a lower
level book, my demonstration will show students a strong way to retell a story using BME. The
higher level students will be able to understand the foundation of this and apply it to more
challenging books or chapters. There partner sharing time will also be beneficial because higher
level children are paired together, and lower level children are paired together. This will help
eliminate frustration.

I will be demonstrating the whole process of how to retell a story. This will help visual and
linguistic learners during the interactive reading and demonstration. The anchor chart I created
before the lesson will especially be beneficial for visual learners. The chart identifies and
sequences what to look for when retelling a story and how you can break apart a story to make
sense. I will be also assisting those students that need guidance when they are reading their own
just right books. I will hang the anchor chart on the white board so the students can visualize what
to be thinking about when reading. I will also be assisting students during partner-sharing.

MATERIALS:
The Three Bill Goats Gruff by Paul Galdone
Anchor chart
Pointer
Book Boxes
Retelling sticks

TOTAL TIME NEEDED: 45 minutes

PROCEDURES:
5 minutes: Introduction:
I will tell the children to meet me by Mrs. Korpals rocking chair quickly and quietly. I will call
upon students who are sitting crisscross and ready to listen. Once the children are quiet and I have
their attention I will begin. I will explain to them that today we are going to work on retelling a
book. I will refer back to last week when we did a picture flip, and read the book The Three Billy
Goats Gruff. I will let the students know that doing this ensures fluency and accuracy to be better
readers. I will ensure them that even though they read this book in kindergarten and we read it
last week, we will really be focusing in on the events in this book so we can accurately retell the
story. Before beginning the story I will briefly go through my anchor chart. By doing this I will
explain what each element is.
I will talk about the characters are people or animals in the story.
I will explain that the setting is where the book takes place.
I will explain that the beginning often contains the characters and setting and starts off the
book in a direct way to give the reader background (or what happens first.)
I will then talk about the middle and how it tells the reader what happens next and after
that. I will explain that the middle often can have several parts for more advanced books,
or sometimes just a couple important parts. I am aware that some students are not yet
reading books with solid BME, I will tell the group that sometimes books without a lot of
description dont have a BME. I will tell them if they come across this in their books to
focus on characters and setting. As far as the higher level students I will briefly say that
they can retell chapters or when they finish their book they can work on picking out
elements to retell their books.
I will then explain that the end is the last part of a book and wraps up the story.
I will briefly mention their stories about BME, and to be thinking about their own stories.
By identifying the various elements on the anchor chart it will get the children thinking about
what they should be looking for while I read the story so we can fill it in afterwards. I will then
show them the cover of the book and ask the class hmmm, I wonder whats going to happen to
the goats.

12 minutes: Demonstration/Participation
I will begin by reading the story using a pointer. This will help create that one-to-one match for
those who still use this strategy while reading. After the first page.
I will model how I figured out that I think the three Billy Goats seem to be important
characters in the story. I will reference the anchor chart because characters are under
beginning. I will tell the students that these types of pictures are good for thinking
about what will happen next in the story.
I will read the story to the class and ask them to choral read with me on certain pages of
the text ( the pages that are engaging to read.) The text is a little bit small so I dont want
the children towards the back of the group to feel left out if they cant see the print
exactly. While I turn to the second page of the book
I will ask the students who can tell me where the story takes place and how they figured
that out. I will call upon a student to share with the group. I will link this back to the
anchor chart and point out this is the setting.
I will ask the students to read the third page with me because the TRIP TRAP TRIP is
in all caps so its easier to see.
I will pause after this and ask the students to think about what has happened thus far in
the book. So, FIRST the Billy Goats decided to go up to the bridge because they were
hungry (referencing anchor chart.)
As I read about how the first Billy Goat crosses the bridge I will think aloud... If first,
the Billy Goats decide to get to the bridge, what happened next ?( pointing to anchor
chart.) I will ask the students to put a thumbs up/thumbs down if they think that the first
Billy Goat crossing is part of the middle of the story.
The next page we will then choral read again WHOS THAT TRAMPING OVER MY
BRIDGE?
I will then read the next couple pages to the class. After the troll is pushed into the river
by the Billy Goat, I will ask the students to turn and talk. I will ask them to talk to one
another about what happened after the second Billy goat crossed? This will help
summarize what happened after the first bill goat crossed, and help students
comprehend that this is also part of the middle of the story while using the first/after that
language.
I will read the last page and ask the students to join in SO SNIP, SNAP,SNOUT,THIS
TALES TOLD OUT.
I will ask the students to look at the picture and text clues to explain to me how the story
ends while tying this into the anchor chart.
The students and I will then use my anchor chart to retell the Three Billy Goats Gruff as
a class.
I will first start with characters. I will ask the students to recall back to book and tell me
who the characters are. I will do the same for setting after I re-explain that setting is
where the majority of the story takes place. After we talk about character and setting I
will tell the students that this helps set up the beginning of the story. I will then ask the
students to think about what happened FIRST. If the students are confused I will turn
back to the book and reassure them its OK to look at the book again to help you retell.
We will discover that first the Billy Goats went up the hillside to eat. I will model how
the students will use retelling sticks with their partner. I will explain how when they get
with their partner that they will share 3 sticks. The first will say beginning with a
number 1. The beginning stick will have the exact questions that are on my anchor
chart. At this point I will hold up the first stick and ask the following questions on the
stick: who are the characters? where is the setting? and what happened first? I will
model how to do this using the Three Billy Goats Gruff.

Then we will discuss the middle section of the chart. I will ask the students to tell me
what happened after the Billy Goats get to the bridge. After we discuss that the first
Billy Goat crosses, we will discuss what happened after that, because it was also part of
the middle. I will ask the students to recall what they talked about in their turn and talks.
After discussing the second Billy Goat crossed and pushed the troll over the bridge we
will discuss how to use the second retelling stick. I will pull out the stick that says
Middle with a number two on it. This stick also says exactly whats on the anchor
chart what happened next? What happened after that? I will model how I can use the
story to figure this out.
I will then discuss the end part of the anchor chart. I will ask a student to tell me what
happens lastly. All during this anchor chart process I will encourage the students that
turning back to the book is OK. Especially if its the first time youre reading a story. I
will then model how the third or end retelling stick works. I will use the book to
explain what happened lastly in the story.
At this point I will set expectation behaviors with the sticks.
- If time permits I will do a minute role play. I will ask one student to be by partner. I
will model bad behavior with the sticks (playing with them or discussing something
else.) I would have the end stick in my hand and say something silly regarding this stick.
Then I will have the student model how to be a good partner. I will then ask the student
to help me out and tell the class what happened lastly in the book The Three Billy Goats
Gruff.
I will then call the students off by color to get their book boxes to read alone. I will
expect them to all be thinking about retelling during this time and advise them to refer to
the anchor chart located on the front white board when needed. I will encourage students
to read a book they have already read because it will be easy to retell.
The practice portion below describes more about the behavior expectations and
distribution/collecting of sticks.
*I will encourage excellent performance throughout my plan. After the anchor
chart is created I will thank students that were good listeners. I will encourage this type
of engagement throughout the lesson by hanging the anchor chart in a place where all
can see to support performance.

Practice/ Performance
Individual reading- about 20 minutes
Partner sharing- about 8 minutes
When the students have their book boxes they will be mentally thinking about retelling. I didnt
want the children to practice on worksheets during their individual reading time because I thought
it would be distracting. While the students are reading in their book boxes they should be
considering retelling because I set the expectation for that type of thinking. When the students are
finished with individual reading time they will then practice retelling with partners and retelling
sticks.
Before I dismiss the students to their partners I will quickly set some quick expectations
for sticks. I will again, repeat the purpose of the sticks and what to do with them. I will
model the type of language that should be used. I will inform the students that each
partner should take turns using the sticks. One partner should tell the BME of their story,
and then the next partner will share. We will practice what a good partner looks
like/sounds like.
I will dismiss the students by simply telling them to meet with their reading partner after
about 20 minutes of individual reading time. I will inform them that the students who

move quickly and quietly will receive the sticks first. Each partner pair will get one set of
sticks ( 3 sticks BME.)
The retelling sticks will allow students to practice retelling BME of their own stories. This will
allow the students to practice and refer to the sticks to recall how to retell.

* After the students individually read I will encourage those who were
discovering how to retell in their stories. I will encourage this type of thinking as they
work with partners. I will identify those who are meeting expectations and will encourage
this right before working with partners. After partner work I will thank the students for
their hard work and remind them to keep looking for BME in stories to help them retell. I
will also identify those students who did a nice job of performing BME with their
partners.
2 minutes: Closure/Recap

I will use this time to briefly go over BME one last time. I will say everybody listen
and talk to the children while they are still sitting with their partners. I will refer back to
the anchor chart and explain that beginning typically has the characters and setting and
uses the word first, the middle includes the important events that happen in a story and
uses the terms then, and after that and the end is the last event that happens lastly. I
will remind them that the retelling sticks were tools to retell and remind you of the BME
of your stories. I will remind the students to use this kind of thinking to retell and thank
the students for letting me teach! I will ask that one partner from each group hand me
their retelling sticks and put their book boxes away. I will call the students off by box
color.