Read Aloud with Accountable Talk Planning Continuum September October November Unit of Study Launching the Emergent Story Book Readers Use Reading Workshop Strategies to Read Read Aloud Utilize narrative and Utilize emergent/Sulzby story Utilize informational text and Books informational text equally books initially, use narrative narrative, as well as leveled making sure emergent story and informational text the last readers, which include pattern books are read 4 times per title. weeks, as well as leveled books. readers, which include pattern books. Read Aloud Readers love to read and Readers read using their Readers remember the way a Focus reread their favorite books best storytelling voice book goes (Sulzby/Emergent Story Readers voices match the Readers notice and talk about books) characters feelings, actions story elements Readers use the pictures to and dialogue Readers retell across their read stories in their own way, Readers find their way in fingers using a storyteller's voice stories by remember what Readers tell other readers what Readers read informational happens next they are learning from text using a teaching voice Readers act out scenes from informational text Readers pay attention to their favorite stories Readers notice patterns in details in pictures to help Readers faces show books think about the text reactions to learning new Readers use the patterns in Readers read informational information books to read the next page text and find gestures to help Readers talk with other and the next page teach what was learned readers about the books Readers act out characters they are reading feelings, actions, dialogue Lesson Plan, Session 1 Concept Readers read using patterns in books. Teaching Point Readers think about how the pattern will go by thinking about the cover, title and pictures. Materials Bags/bins of books; varied by pattern books, emergent Shared reading text or read aloud that the class story book, previous shared reading in small form, look already has read together. books, informational text, poems, songs and leveled Two unread patterned text (Lesson could use, Fruit text where appropriate. Salad, level B, by Jill McDougall and The Birthday Cake, level A, by Joy Cowly or any other Level A-C pattern book which has a cover, title and pictures that support
Read Aloud with Accountable Talk Planning Continuum September October November Unit of Study Launching the Reading Workshop Emergent Story Book Readers Use Strategies to Read Read Aloud Books Utilize narrative and informational text equally making sure emergent story books are read 4 times per title. Utilize emergent/Sulzby story books initially, use narrative and informational text the last weeks, as well as leveled readers, which include pattern books. Utilize informational text and narrative, as well as leveled readers, which include pattern books. Read Aloud Focus Readers love to read and reread their favorite books (Sulzby/Emergent Story books) Readers use the pictures to read stories in their own way, using a storyteller's voice Readers read informational text using a teaching voice Readers pay attention to details in pictures to help think about the text Readers read informational text and find gestures to help teach what was learned Readers act out characters feelings, actions, dialogue Readers read using their best storytelling voice Readers voices match the characters feelings, actions and dialogue Readers find their way in stories by remember what happens next Readers act out scenes from their favorite stories Readers faces show reactions to learning new information Readers talk with other readers about the books they are reading Readers remember the way a book goes Readers notice and talk about story elements Readers retell across their fingers Readers tell other readers what they are learning from informational text Readers notice patterns in books Readers use the patterns in books to read the next page and the next page Lesson Plan, Session 1 Concept Readers read using patterns in books. Teaching Point Readers think about how the pattern will go by thinking about the cover, title and pictures. Materials Bags/bins of books; varied by pattern books, emergent story book, previous shared reading in small form, look books, informational text, poems, songs and leveled text where appropriate. Shared reading text or read aloud that the class already has read together. Two unread patterned text (Lesson could use, Fruit Salad, level B, by Jill McDougall and The Birthday Cake, level A, by Joy Cowly or any other Level A-C pattern book which has a cover, title and pictures that support