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Click on the link to find the supply and book list for puppet making.

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Supplies for Puppet Making

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Below are the questions you can ask to students during the first small group. The students in this small group should all be working on building confidence in their ability as readers. Continue the next two small group interviews with this same group of students.

1. What does a good reader do?
2. How do you know someone is a good reader?
3. How does a good reader read?

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Book Making and Shared Reading:
As a group the students engaged in multiple shared writing experiences about familiar topics, such as, the park, recess, and lunch. Each book was created using sight words and patterns- modeling the structure of A and B books.
The students generated the ideas for each page, while the teacher rewords their ideas to make sure the book is using sight words and stays within a pattern. After the teacher has written down the book in front of the students, make a copy for each student to put in their book baggies and do a shared reading of the text.

Below is one page from a book created with students.

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As a group we would read a level A book together, then I would give each student a copy of the pictures from the book, as well as, a bag with the words from the book cut into individual pieces. As I read the book aloud the students had to match the words I said to the words in front of them and order the sentence. (This book was found at https://www.readinga-z.com/books/leveled-books/book/?id=1717&langId=1)

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After completing small group 3, give the students a photo coded version of the same text with the words on the page. Have the students put stickers underneath each word on a page. This will help them focus on one-to-one matching of words and gain a deeper understanding that each word gets one touch. (This book was found at https://www.readinga-z.com/books/leveled-books/book/?id=1717&langId=1 then edited on preview to add the blue circles under each word)

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Now that the students have gone through multiple activities to help build their confidence and skills as readers, you can reinterview the students to check on their progress. This also serves as a time for you to help the students name out the specific things good readers do. By identifying the things good readers do, the students may be more likely to employ these behaviors and strategies. Keep track of the things the students are saying- as this will become an anchor chart and be placed in the students book bags during the closing of this series of lessons.

1. How do you know you are a good reader?
2. How do you feel as a reader? Is it a good feeling? Exciting? Take a minute to think about a time when you did some of those things you just told me about (from prior question).

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Draw a picture or take a survey about yourself as a reader

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Draw a picture or take a survey about yourself as a reader

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In order to help students stay active and reflective while reading, it may be helpful for them to draw a picture about how they are feeling while reading or to complete a survey directly after private reading time. This will help students come to the small group with some sort of evidence of the thinking they have been doing around reading. Below is a sample survey that could be used.

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The closing lesson can begin by asking the students: who is the best reader you know? Most students will say people like their mom, dad, big brother or sister, or grandparents.

Next, have the students close their eyes and picture those people reading a book. You can say something like, "Imagine what they look like, where are they sitting, how are they feeling. Try to put yourself in their seat. Imagine yourself doing the things they are doing. How would you be feeling? What would you be thinking? How would you be moving or not moving, while being a great reader?"

Give the students a moment to immerse themselves in this experience, then have them take out one of the books and read the way that person reads. While this was happening, you can take pictures of the students reading.

After the students finished their enactment, I showed each student the picture of them reading and explained how they are already doing all the things they see other readers do.

Lastly, hand each student the chart with ideas they came up with previously. Go over each concept on the chart and explain to the students the things they can do as readers today and every d

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While teaching this series of lessons, you can also be reading some of these books to help students see other kids as readers outside of their immediate world.

1. Let Me Finish!  By: Minh Le
2. I Will Not Read This Book  By: Cece Meng
3. How to Teach a Slug to Read By: Susan Pearson
4. Reading Makes You Feel Good By: Todd Parr
5. Where Are My Books?  By: Debbie Ridpath Ohi
6. Bunny's Book Club By: Annie Silverstro

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View my entire research paper to learn more about each of these lessons and the results I saw in my classroom by clicking on the link below.