Planning for Reader’s Workshop 

Focus on Informational Text 

Main idea/detail,  
 
Overview  

● Marked text- students identified words they already knew. Discussed how their brain would 
not need to focus on these words! 
● Introduction of paired text- Edison Tried and Tried Again 
● Read and discuss 
● Question 1- talked about restating the question, using the text to spell all of the words they 
would need.  
○ D  
○ S- “tried” Edison instead of Thomas. Used the text  
○ M- used the text, worked slowly.  
○ S- found the words he needed in the text rather than in the question! 
○ Sl- went into text for full name and spelling 
● Question 2-   
○ Sl- He tried 1,000 times. 
○ S- He tried 1,000 times 
○ M- He tried 1,000 times. 
■ Wrote He 1,000. Asked her to read it and she self corrected. 
■ Asked her to sound out times. Became very frustrated.  
○ S- he never gave up. 
■ He dit gip up 
○ D- Only got to finish # 1.  

Next time: Reprint Franklin text! 

- Read both texts whole group, then with a buddy.  

- Answer questions 5 & 6 using evidence from both texts.  

Learning Goals  How will I know they have learned? 

   
CCSS.ELA-LITERACY.RF.K.4  ● Answers to question set 
Read emergent-reader texts with purpose and 
● Conversations during group 
understanding. 
  ● Marking of text independently.  
RI.K.1 ​ With prompting and support, ask and answer  
questions about key details in a text.  
RI.K.7​ With prompting and support, describe the relationship  
between illustrations and the text in which they appear (e.g.,
what a person, place or idea in the text an illustration
depicts).

RI.K.8 ​ With prompting and support, identify the reasons an

author gives to support points in a text.

RI.K.9 ​ With prompting and support, identify basic similarities

in and differences between two texts on the same topic (e.g.,
in illustrations, descriptions, or procedures).
 
W.K.2​ Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name
what they are writing about and supply some information
about the topic. 
 
 
Supporting Standards 

RL.K.10 Actively engage in group reading activities with

purpose and understanding.

RI.K.10 Actively engage in group reading activities with

purpose and understanding.

RF.K.3 Know and apply grade-level phonics and word

analysis skills in decoding words.

L.K.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

L.K.5 With guidance and support from adults, explore word

relationships and nuances in word meanings.

SL.K.3 ​Ask and answer questions in order to seek help, get

information, or clarify something that is not understood.

What do my  ● Reading both texts 

students need  ● Thinking aloud 
me to model?  ● Identifying how I can find evidence to support my thinking.  
 
 

What do I need  ● Identifying evidence that supports their thoughts or reactions 

to look for/coach  ● Finding this evidence in the text 
as students read   
their own texts? 
 
 

What do I need  ● Finding text evidence 

to celebrate  ● Reading independently, with/without support 
students doing  ● Quoting/paraphrasing text 
independently? 
  
 

Resources  Readworks- Inventors 

Buddy reading: 

Focused on talking about the illustrations and adding their own words, then going back and seeing 
how many words they knew.  

S- Flips through pages of the book. Talks about pictures with Steven, makes sounds that the dogs 
would make in the story.  

M- Practices sight words on his vocabulary sheet. Reads with clifford. Did not get to work with her 
1-1, as she was in the bathroom when I had to leave.  

S- was practicing sight words. Knew his goal and pulled them out. Worked on using illustration as 
clues.  

S- Great insight and details from the illustrations. Pulled out the words he knew independently.