No Series: Rick's Reading Workshop: Mini-Lesson

ELA.RL.5.4

Common core State Standards

  • ELA:  English Language Arts
  • RL:  Reading Standards for Literature K-5
  • 5:  5th Grade
  • 4:  Determine the meaning of words and phrases
    as they are used in a text, including figurative
    language such as metaphors and similes.

Download Common Core State Standards (PDF 1.2 MB)

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ELA.RL.5.3

Common core State Standards

  • ELA:  English Language Arts
  • RL:  Reading Standards for Literature K-5
  • 5:  5th Grade
  • 3:  Compare and contrast two or more characters,
    settings, or events in a story or drama, drawing
    on specific details in the text (e.g., how
    characters interact).

Download Common Core State Standards (PDF 1.2 MB)

Rick's Reading Workshop: Mini-Lesson

Lesson Objective: Develop theories of character traits as part of active reading
Grade 5 / Reading / Comprehension
7 MIN
ELA.RL.5.4 | ELA.RL.5.3

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Discussion and Supporting Materials

Thought starters

  1. How does Rick use a "think aloud" to model this thinking while reading the book?
  2. What strategies does Rick use to engage students in the story?
  3. Notice how Rick justifies the changes in his theory with details from the book.?

48 Comments

  • Private message to Sisleene Harris-Christopher

In the video, Rick used think aloud by thinking thoroughly about the information in the book by asked the students questions,and allow them to explore the text.Ths students respose to the text by shaing their opinions,interacting with each other, and using critically thinking skills. The stragegies Risk used to engage students were turn and talk and megacognitive thinking.He allow the students to share their experiences by self-questioning and developing oral skills.  Changes in the text were justified by Rick asking the students to think critically,and share their opinions with each other.

Recommended (0)
  • Private message to Karen Beck

I feel that this video was a very good example for how to use a short book to emphasize the strategies that one should use while reading.  Rick showed enthusiasm with his mini lesson and it reflected on the kids' faces and with their actions.  They were engaged and interested throughout the video.  He used turn and talk, vocabulary, and how to think through the book.

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  • Private message to Raquel Morales

The teacher chose a book that lent itself nicely to what he was trying to teach his students.  He used a variety of strategies while reading the book.  He modeled making a theory about the book using a think aloud.  He also emphasized how is theory changed throughout the story.  He used the turn and talk to your partner strategy to keep his students engaged.

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  • Private message to Kyra Giuliano

In the video, Rick uses many different strategies to engage the listeners in his class and to aid them with how to predict, and then modify their predictions, through deft modeling of the skills and strategies.  The students seem to be in rapt attention as he is reading, and lively in their responses to his questioning as well as when they are sharing their ideas with their partners.  The text Rick selected lent itself very well to the targeted strategies. Students do not always come to us with previous exposure to experiences that allow them to predict, adjust predictions and compare what they are reading/hearing to their own real life experiences.  It is so important that we, like Rick, model these skills so that they can become fluent, competent, capable readers.

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  • Private message to Karen Beck

I agree, he did a wonderful job modeling for his students.  I feel he set up the learning environment to help enhance their focus.  They were able to give their thoughts about the "theory" he was modeling without fear of being criticized.  It was apparent the students enjoyed the lesson and were truly engaged.  

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  • Private message to Raquel Morales

I agree Kyra that our students do not come to us with previous exposure to experiences that allow them to be able to make predictions and compare with their own life experiences.  This is why the turn and talk to partner strategy is a good one to use because they get to hear experiences from their peers.

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  • Private message to Gina Marie Weissberg

This was a great video. I really enjoyed how Rick kept his students engaged in a Read Aloud through modeling. I agree with Roberta Bryant. It was nice to see Rick reading to older children. One strategy he used was the turn and talk piece. He did a great job walking around and talking with the class.  This was an opportunity to have the children share with others about their own life experiences and thoughts about the book. He reported back what they say in acedemic langaguge.

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  • Private message to Raquel Morales

I also think that he did a great job of making sure his students were engaged.  I loved how he walked around while his studets were talking with partners and checked for understanding.

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  • Private message to Kyra Giuliano

I, too, thought Rick did a wonderful job of making sure all of the students were engaged while sharing with a partner.  Many times while sharing one person will do all of the talking, not giving the other a chance to contribute, this simple strategy would go a long way towards keeping that from happening.

Recommended (0)
  • Private message to Elaina Lee

I agree with you Kyra.  These students seemed to share equally and not have issues with the turn and talk strategy.  It is evident that he set ground rules way earlier to keeps all students actively engaged.

Recommended (0)

Transcripts

  • Classroom Close Up: Rick's Reading Workshop:
    Mini-Lesson with Rick Kleine

    [01:00:06;02]
    Rick: Reader's Workshop has a format of the day starts

    Classroom Close Up: Rick's Reading Workshop:
    Mini-Lesson with Rick Kleine

    [01:00:06;02]
    Rick: Reader's Workshop has a format of the day starts with a min-lesson that I teach, that helps kids focus on a certain aspect of reading.

    "Today, we have been talking so much about character traits and feelings, and using more exact words to describe them. And, it made me think about how to do that, you have to stay so present with your reading. And I want to talk to you a little bit about that today and how what readers do, is they create theories about their characters in the moment when they're present like that, and sometimes those theories change. And, to show you that I want to read this book to you. It's call the 'The Wednesday Surprise.' How many of you are already thinking about what it might be like because you read the title? Awesome. 'I like surprises, but the one Grandma and I are planning for dad's birthday is the best surprise of all.' Because I'm staying present right now, I'm already wondering what that surprise might be."

    Today I used the picture book 'The Wednesday Surprise'. As I'm reading 'The Wednesday Surprise' or any book, I'm always trying to model for them exactly what I want them to do later.

    " 'Grandma! I call. Anna! We meet and hug. She tells me how much I've grown since last week.' Somebody grow that much in one week?"

    All: "No."

    Rick: "I think the grandmother's joking. Do you think she's joking?"

    All: "Yes."

    Rick: "I think so too. 'And I tell her how much she's grown too.' Do you think the grandmother's grown?"

    All: "No."

    Rick: "No. So already in my mind, I'm growing a theory. I have a theory that the grandmother and the girl are very close, that they have a really close relationship 'cause they're joking around with each other this way."

    Along the way, as I'm, I do a lot of metacognating out, you know, talking about my thinking as I'm doing it.

    " 'I sit beside her on the couch and she takes the first picture book from the bag.' Hmm..my theory is growing. I'm wondering if the grandmother is teaching her how to read, and if that's gonna be the big surprise for the dad, that she'll read for her father."

    And so this was a perfect book for me to model for them how it's feels like this girl is learning to read, and talking to them about my theory about the book as I'm reading it to them, and then allow it to change as the story unfolds and we find out no, it's not the little girl, it's the grandmother.

    " 'A pebble from my rock collection. I hold it, imagining I can still feel the desert sun hot inside it. How long did it lie there? What kind of rock is it?' Hmm...she seems really smart. She asks all these really important questions. Now, my theory is all over the place now. I thought she was gonna be the one reading but now, she's so smart I can't understand why at seven, she wouldn't be reading. What are you thinking?"

    Student: "Um, I was thinking she's kind of like, um, with her grandma, she's kind of like a social kind of person. She's really good with talking and stuff. So, I'm thinking something like that."

    Rick: "And you're thinking the surprise has something to do with that?"

    Student: "Maybe."

    Rick: "Huh. What are you thinking?"

    Student: "Even though she's smart, like, maybe she has, like, dyslexia or something. So maybe that's what..."

    Rick: "I know lots of people like that."

    And then I ask them to turn and talk to a partner about what their theory is right at the moment.

    " 'It's a special surprise for your birthday, dad, from grandma and me.' OK. Now, I've told you all about my theory, tell your partner what your theory is right now."

    The talking is what is really the most engaging part. I think that's when the kids get to really connect it to their own lives, and to connect the ideas of the Reading Workshop to their own reading that they're doing in their own books. And, it's the teacher's job to go to the talk. Get out of my chair, and go listen to what they're doing. 'Cause instead of asking them afterwards, "OK, tell me what you talked about", what I'm gonna do is report back to them what I heard, so they can hear their ideas in more academic language.

    "So I heard lots of you talk about how.."

    It saves time. More kids are talking. More kids are engaged instead of just sitting there listening to somebody else share their theories.

    " 'I squeezed Grandma's hand and she stands and begins to read.' "

    Student: "Maybe Grandma doesn't know how to read."

    Rick: "What?"

    Student: "Maybe the Grandma can't read."

    Rick: "You think it's the grandmother that couldn't read? And she's the one who's been practicing? How many of you think that too?"

    "Boy, my theory's really changing right now. Is yours? Whoa! I was not expecting that."

    " 'I squeezed Grandma's hand and, and she stands and begins to read. Mom and dad and Sam are all astonished. 'Are you going to read everything in that bag, momma?' dad asks her. He's grinning, but his eyes are brimming with tears.' "

    Student: "He's so happy he's crying."

    Rick: "Tell you partner what that means."

    So, this process of talking and engaging with the text pulls them into their story in a way that captures them like a web, and they, they love it.

    " 'Grandma says 'Maybe I will read everything in the world now that I've started. So, Anna, what do you think? Was it a good surprise?' I run to her and she puts her cheek against mine. 'The best ever." I say.' "

    Reading is fun, something you take pride in, and it feels good. Once they love it, they'll never give it up. For me that's the whole job, i mean, I think if I can get kids excited about reading, the rest'll take care of itself.

School Details

Jefferson Elementary School
1400 Ada Street
Berkeley CA 94702
Population: 422

Data Provided By:

greatschools

Teachers

Rick Kleine
English Language Arts Math / 5 / Teacher

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