Read Aloud & Independent Reading: The First 20 Days of ...



The First 20 Days of Reading: Intermediate

This pacing guide is intended to be extended, condensed, or modified according to your students’ needs. Please continue to revisit and support all skills and concepts that are introduced in the first few weeks through the balanced literacy model (See attached). Our ultimate goal is for students to become proficient in using these skills independently.

Many of the Independent Reading lessons are based on the work of Fountas & Pinnell and come from their book titled, Guiding Readers and Writers. This professional resource has been cited throughout the First 20 days of Reading in the Intermediate Grades.

As you prepare to implement the First 20 Days of Reading, please keep in mind that it will be necessary to be flexible with your 90-minute reading block. Based on each day’s lessons, you may find you need extended time for one component as you put systems in place. Use your judgment, based on your students’ needs to adjust instructional time dedicated to each balanced literacy component.

Throughout these 20 days, remember to work-in time for individual student assessments (Flynt-Cooter). Students can be pulled for assessments as your class is reading independently.

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|Read Aloud & Independent Reading |

|Day |Minilesson (M,S,L)* |Key Concepts |Learning Outcomes |Resources Needed |

|Day 1 |Read Aloud |A reader’s mind is always working – |Students will learn to listen to |Chart – Blank Reading is Thinking |

| |Reading Is Thinking! (S) |before, during, and after reading. |their reader’s voice in their head. |(sample attached) |

| | | | | |

| | | | |Text Selection |

| |Independent Reading |We have specific ways to select and |Students will learn how to maintain |Organized classroom library. |

| |Selecting Books and Enjoying Silent |return books in our classroom so that|their organized classroom library. | |

| |Reading (M) |we all can find and use them easily. | |Chart – Our Classroom Library |

| | |We read silently and do not talk with|The routines of silent independent | |

| | |others so we can carefully listen to |reading are established. | |

| | |our reader voice. | | |

|Day 2 |Read Aloud |Readers have many different thoughts |Students will learn that as readers |Chart – Reading is Thinking |

| |Reading is Thinking! – Interactive |as they read. |we are capable of thinking in many | |

| |Think Aloud (S) |Readers can think about their |different ways. | |

| | |thinking and talk about their | | |

| | |thinking. | | |

| |Independent Reading |Readers choose books in many |Students use several different kinds |Chart – Choosing a Just Right Book |

| |Making Good Book Choices (S) |different ways. |of information to help them choose | |

| | |Books can be easy, just right, or |books. | |

| | |challenging for a reader. | | |

| | |Readers should choose just right |Students think carefully about book | |

| | |books most of the time. |choices. | |

| | | | | |

| | | |Readers have criteria to judge | |

| | | |whether a book is just right for | |

| | | |independent reading. | |

|Day 3 |Read Aloud |Readers can record their thinking as |Readers are aware of their thinking. |Chart – Reading is Thinking |

| |Reading is Thinking! – Thinking, |they read. | | |

| |Talking, and Writing About Your |These notes help readers build and |Readers find ways to remember their |Sticky Notes |

| |Reading (S) |deepen their understanding as they |thinking in order to share it with | |

| | |read. |others and build their own | |

| | | |understanding. | |

| |Independent Reading |Readers can record their thinking as |Readers are aware of their thinking. |Plastic bags or bins for storing |

| |Recording our Thinking as We Read (S)|they read. | |books, sticky notes, and pencil |

| | |These notes help readers build and |Readers find ways to remember their |(Will be used daily during |

| | |deepen their understanding as they |thinking in order to share it with |independent reading for the rest of |

| | |read. |others and build their own |the school year.) |

| | | |understanding. | |

| | | | | |

| | | |Students learn how to manage their | |

| |Storing and Maintaining our Personal |We have an organizational system we |own independent reading materials. | |

| |Independent Reading Selections (M) |use to store and maintain our IR | | |

| | |materials. | | |

|Day 4 |Read Aloud |Readers process text in |Readers will learn that at any one |Chart – Reading is Thinking! |

| |Reading is Thinking! – More Ways to |individualized ways based on their |moment during a common read aloud | |

| |Think as We Read (S) |own background. |they might each respond differently | |

| | | |based on their personal schema. | |

| | | |There are some common patterns of | |

| | | |thought among readers (predictions, | |

| | | |connections, questions, etc…) | |

| |Independent Reading |Readers confer with their teacher |Students learn the procedure for an |Informal Reading Conference forms |

| |The Reading Conference – Part 1 (M, |during the independent reading time. |independent reading conference. |(samples attached) |

| |S) | |Students will learn that the | |

| | | |independent reading conference is an |Enlarged Informal Reading Conference |

| | | |opportunity to talk about their |form |

| | | |reading. | |

| | | |Students will learn that they will be| |

| | | |held accountable for their text | |

| | |Conferences are a check-point for |selection | |

| | |both the teacher and the student. | | |

|Day 5 |Read Aloud |Thinking about your thinking is a |Students learn that being aware of |Chart – Reading is Thinking! |

| |Reading is Thinking! – Let’s Think |skill that is developed through |the types of thoughts they have as | |

| |about our Thinking (S) |practice. |they read will both enhance their | |

| | | |comprehension and encourage them to | |

| | | |expand their own patterns of thought.| |

| |Independent Reading |Readers confer with their teacher |Students learn the procedure for an |Informal Reading Conference forms |

| |The Reading Conference – Part 2 An |during the independent reading time. |independent reading conference. | |

| |Example (M, S) |Readers are asked to think about |Students will learn that the | |

| | |their thinking during independent |independent reading conference is an | |

| | |reading conferences. |opportunity to talk about their | |

| | | |thinking. | |

| | |Conferences are a check-point for |Students will learn that they will be| |

| | |both the teacher and the student. |held accountable for their text | |

| | | |selections. | |

| |

|Read Aloud, Independent Reading, and Shared Reading |

|Day |Minilesson (M,S,L)* |Key Concepts |Learning Outcomes |Resources Needed |

|Day 6 |Read Aloud – Shortened Time |Readers have specific ways of |Students will learn how to use |3-4 text selections representing both|

| |Previewing Text (S) |previewing text before they read. |specific strategies for previewing |fiction and non-fiction |

| | | |text prior to selecting it for | |

| | | |independent reading. | |

| | | |The first step for how to process | |

| | | |each type of text as well as learning| |

| | | |about genre is laid. | |

| |Shared Reading |Readers have specific ways of |Students will learn how to use |Overheads – Non-fiction & fiction |

| |Previewing Text (S) |previewing text before they read. |specific strategies for previewing a |shared reading selections |

| | | |book prior to selecting it for | |

| | | |independent reading. | |

| | | |The first step for how to process | |

| | | |each type of text as well as learning| |

| | | |about genre is laid. | |

| |Independent Reading – Extended Time |Good readers preview text before |Students will learn how to use |Chart – Choosing a Just Right Book |

| |Previewing Text (S) |choosing it for independent reading. |specific strategies for previewing a | |

| | | |book prior to selecting it for |Organized classroom library |

| | | |independent reading. | |

| | | |The first step for how to process |Informal Reading Conference forms |

| | | |each type of text as well as learning| |

| | | |about genre is laid. | |

|Day 7 |Read Aloud |Text features help readers identify |Students will learn how to use text |Chart – Text Features of Fiction and |

| |Distinguishing between Fiction and |and distinguish between Fiction and |features to identify what type of |Non-Fiction |

| |Non-Fiction Text (L) |Non-Fiction text. |text they are reading. | |

| | | |The foundation for how to process |Examples of fiction and non-fiction |

| | | |each type of text as well as learning|books that have been read in class. |

| | | |about genre is laid. | |

| |Shared Reading |Text features provide readers with |Identifying text features lays the |Overheads – Non-fiction & fiction |

| |Distinguishing between Fiction and |valuable information regarding the |foundation for processing the |shared reading selections |

| |Non-Fiction Text (L) |type of text they will be reading. |information in those features. | |

| | |Text features provide readers with | | |

| | |valuable information that can guide | | |

| | |their reading and enhance their | | |

| | |comprehension. | | |

| |Independent Reading |Readers choose from a variety of |Readers benefit from choosing from a |Chart – Text Features of Fiction and |

| |Balancing our reading between Fiction|texts formats and/or genres. |variety of texts. |Non-Fiction |

| |and Non-Fiction (M) | |Readers build their vocabulary, their| |

| | | |flexibility with language, and their |Examples of fiction and non-fiction |

| | | |ability to process text effectively |books that have been read in class. |

| | | |by reading a variety of texts. | |

| | | | |Informal Reading Conference forms |

|Day 8 |Read Aloud |Readers use text features of fiction |Text features in fiction support and |Chart – Reading is Thinking! |

| |Reading is Thinking! – Thinking about|to build their comprehension of |expand upon the ideas in the text. | |

| |Text Features within Fiction Text (S)|fiction text. | |Chart – Text Features of Fiction |

| | | | | |

| | | | |Fiction text selections |

| |Shared Reading | | | |

| |No Shared Reading Today | | | |

| |Independent Reading |As readers and writers, we follow |Students are aware of and follow |Chart – Our Independent Reading or |

| |Making Public the Guidelines for |specific guidelines to work together |specific guidelines for independent |Our Reader’s Workshop |

| |Independent Reading or the Reader’s |and help one another do our best |reading. | |

| |Workshop (M) |learning. |Students and teacher will review | |

| | | |these expectations together. | |

|Day 9 |Read Aloud |Readers gather information about the |What a character says, does, feels, |Chart – Reading is Thinking! |

| |Reading is Thinking! – Thinking about|characters in their books as they |and thinks helps a reader understand | |

| |Character – Part 1 (S) |read. |them. |Fiction text selection |

| |Shared Reading |Readers gather information about the |What a character says, does, feels, |Chart – Reading is Thinking! |

| |Reading is Thinking! – Thinking about|characters in their books as they |and thinks helps a reader understand | |

| |Character (S) |read. |them. |Overhead - Fiction text selection |

| |Independent Reading |Readers keep a list of books they’ve |Students will begin to use the |A Reader’s Notebook for each student |

| |The Reader’s Notebook - Keeping a |read so that they can evaluate the |Reading Log in their Reader’s |with a Reading Log (sample attached) |

| |Record of Your Reading (M) |breadth of their reading. |Notebook. |& Enlarged Reading Log |

| | | | | |

| | | | |Informal Reading Conference forms |

|Day 10 |Read Aloud |Readers work to understand the |Readers continuously revise their |Chart – Reading is Thinking! |

| |Reading is Thinking! – Thinking about|characters in their books as a way to|understanding of characters as they | |

| |Character – Part 2 (S) |understand the larger ideas in text. |respond to their interactions with |Fiction text selection |

| | | |other characters. | |

| | | |The central character in a book | |

| | | |provides the reader with insight | |

| | | |about the author’s message. | |

| |Shared Reading | | | |

| |No shared reading today | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Independent Reading |Readers vary and evaluate the breadth|Readers build their vocabulary, their|A wide selection of text that |

| |Wide Reading (M) |of their reading. |flexibility with language, and their |includes: 5-7 picture books from a |

| | | |ability to process text effectively |variety of genre and 1 chapter book |

| | | |by reading widely. | |

| | | |Students will make an agreement with |Reading logs in Reader’s Notebooks |

| | | |their teacher to read 7 picture books| |

| | | |for every 1 chapter book they read. |Informal Reading Conference forms |

| |

|Read Aloud, Independent Reading, and Shared Reading |

|Day |Minilesson (M,S,L)* |Key Concepts |Learning Outcomes |Resources Needed |

|Day 11 |Read Aloud |There are many different kinds of |Each genre has specific |Chart – Reading is Thinking! |

| |Reading is Thinking! – Different |fiction. |characteristics. | |

| |Kinds of Fiction (L) | |Over the course of the year, students|Chart – Characteristics of Fiction |

| | | |will learn to categorize types of | |

| | | |fiction so that they can vary their |A variety of fiction text selections |

| | | |reading. |(personal narrative, realistic |

| | | |The foundation for studying genre |fiction, mystery, fantasy, etc…). |

| | | |continues to be laid. | |

| |Shared Reading |A Personal Narrative is characterized|Each genre has specific |Overheads – Non-fiction & fiction |

| |Different Kinds of Fiction – Personal|by an event, incident, or experience |characteristics. |shared reading selections from Day 7 |

| |Narrative (L) |in the writer’s own life or that of a| | |

| | |fictional character. | |Overhead – Personal Narrative |

| | | | |selection (Could be a page or two |

| | | | |from the Read Aloud selection) |

| |Independent Reading |Readers can share their thinking |Students learn to follow procedures |Personal letter from teacher on chart|

| |Writing Responses to Your Reading (M)|about reading by writing a letter in |for writing letters in their Reader’s|paper |

| | |a Reader’s Notebook. |Notebook. | |

| | | | |Notebook paper for the Reader’s |

| | | | |Notebook |

| | | | | |

| | | | |Informal Reading Conference Forms |

|Day 12 |Read Aloud |Readers can learn about reading by |Students learn that personal |Selection of Personal Narratives |

| |Thinking about Reading through a |taking a close look at a specific |narratives tell the story of one | |

| |Genre Study – Book Flood (L) |genre of texts. |event in the author’s life or that of|Chart – Personal Narratives |

| | |Recognizing a specific genre prepares|a fictional character. | |

| | |a reader for processing the text |Students learn that as readers, | |

| | |effectively. |knowing what genre you are reading | |

| | | |helps you know how to think in order | |

| | | |to fully understand the author’s | |

| | | |message. | |

| |Shared Reading | | | |

| |No Shared Reading Today | | | |

| |Independent Reading |Use the teacher’s letter as a guide |Students learn to respond to the |Reader’s Notebook with teacher letter|

| |Writing Letters in Your Reader’s |to writing your letter in your |teacher’s letter as part of their |(sample attached) |

| |Notebook Each Week (M & S) |reader’s notebook. |letter writing in notebooks. | |

| | |Readers write one letter each week in|Students follow procedures for the |Chart – Reader’s Response Letters |

| | |their Reader’s Notebook. |weekly letter. | |

|Day 13 |Read Aloud |Readers can often make connections |Students will learn that a crucial |Personal Narrative Selection |

| |Thinking about Reading through a |with authors of personal narratives. |part of comprehending a personal | |

| |Genre Study – Connecting with the |Connecting with the author helps |narrative is thinking about the |Chart – Reading is Thinking |

| |Author (S) |readers understand the underlying |connections between the author’s | |

| | |meaning of the text. |story and your own life. |Chart – Personal Narratives |

| |Shared Reading |Readers can often make connections |Students will learn that a crucial |Overhead – Personal Narrative |

| |Thinking about Reading through a |with authors of personal narratives. |part of comprehending a personal |selection (Could be a page or two |

| |Genre Study – Connecting with the |Connecting with the author helps |narrative is thinking about the |from the Read Aloud selection) |

| |Author (S) |readers understand the underlying |connections between the author’s | |

| | |meaning of the text. |story and your own life. | |

| |Independent Reading |There are many different kinds of |Students learn that there are a |Chart – Topics You Can Write About in|

| |Topics for Your Reader’s Notebook |thinking that you can write about in |variety of topics that they can write|Your Reader’s Response Notebook |

| | |your reader’s notebook. |about in their letters. | |

| | | |Students learn to refer to a chart to|Reader’s Notebook |

| | | |help themselves. | |

|Day 14 |Read Aloud |The order of events in a personal |Students learn that understanding |Personal Narrative Selection |

| |Thinking about Reading through a |narrative provides an active picture |text-sequence is strongly related to | |

| |Genre Study – Sequence – Part 1 (S) |of the story for the reader. |comprehension of text. |Chart – Reading is Thinking |

| |Shared Reading | | | |

| |No Shared Reading Today | | | |

| | | | | |

| |Independent Reading |Quick notes can help you remember |Students learn a process to help them|Informal Reading Conference forms |

| |Using our Sticky Notes to Guide Our |your thinking when you are ready to |remember their thinking so that they | |

| |Reader’s Response Letter (S) |write your letters and when you |can write about it and talk about it.|Personal letter from teacher on chart|

| | |confer with the teacher. | |paper with corresponding sticky notes|

|Day 15 |Read Aloud |The order of events in a personal |Students learn that understanding |Personal Narrative selection |

| |Thinking about Reading through a |narrative provides an active picture |text-sequence is strongly related to | |

| |Genre Study – Sequence – Part 2 (S) |of the story for the reader. |comprehension of text. |Chart – Reading is Thinking |

| | |Thinking about the order of events as| | |

| | |you read provides a time-line of the | | |

| | |story and supports your | | |

| | |understanding. | | |

| |Shared Reading |The order of events in a personal |Students learn that understanding |Overhead – Personal Narrative |

| |Thinking about Reading through a |narrative provides an active picture |text-sequence is strongly related to |selection (Could be a page or two |

| |Genre Study – Sequence – Part 2 |of the story for the reader. |comprehension of text. |from the Read Aloud selection) |

| |Continued (S) |Thinking about the order of events as| | |

| | |you read provides a time-line of the | | |

| | |story and supports your | | |

| | |understanding. | | |

| |Independent Reading |The letters you write in your |Students learn to use guidelines to |Chart – Proofreading Your Letter or |

| |Proofreading Your Letter |notebook will be your best work if |proofread letters they write in their|Editing Checklist from Writer’s |

| | |you proofread them keeping specific |notebooks. |Workshop (If this has already been |

| | |things in mind. | |developed.) |

| | | | | |

| | | | |Reader’s Notebook |

| | | | | |

| |

|Read Aloud, Independent Reading, and Shared Reading |

|Day |Minilesson (M,S,L)* |Key Concepts |Learning Outcomes |Resources Needed |

|Day 16 |Read Aloud |Readers notice when the text doesn’t |Students learn to check on their |Personal Narrative Selection |

| |Reading is Thinking – Checking for |make sense to them. |understanding as they read. | |

| |Understanding as You Read – Part 1 |Readers have different ways to figure|Students learn ways to make sure they|Chart – Reading is Thinking |

| |(S) |out the author’s meaning. |understand as they read. | |

| | | | | |

| |Genre study continues. | | | |

| |Shared Reading | | | |

| |No Shared Reading Today | | | |

| | | | | |

| | | | | |

| | | | | |

| |Independent Reading |Sometimes readers abandon a book for |Students learn that after a good try,|Chart – Choosing a Just Right Book |

| |Abandoning Books (M) |specific reasons. |they may have a reason to abandon a | |

| | | |book. | |

|Day 17 |Read Aloud |Readers notice when the text doesn’t |Students learn to check on their |Personal Narrative Selection |

| |Reading is Thinking – Checking for |make sense to them. |understanding as they read. | |

| |Understanding as You Read – Part 2 |Readers understand what is causing |Students learn ways to make sure they|Chart – Reading is Thinking |

| |(S) |their understanding to breakdown. |understand as they read. | |

| | |Readers have different ways to figure|Students learn that identifying when | |

| |Genre study continues. |out the author’s meaning. |and why their understanding breaks | |

| | | |down helps them know what to do to | |

| | | |regain understanding. | |

| |Shared Reading |Readers notice when the text doesn’t |Students learn to check on their |Overhead – Personal Narrative |

| |Reading is Thinking – Checking for |make sense to them. |understanding as they read. |selection (Could be a page or two |

| |Understanding as You Read – Part 2 |Readers understand what is causing |Students learn ways to make sure they|from the Read Aloud selection) |

| |Continued (S) |their understanding to breakdown. |understand as they read. | |

| | |Readers have different ways to figure|Students learn that identifying when |Chart – Reading is Thinking |

| | |out the author’s meaning. |and why their understanding breaks | |

| | | |down helps them know what to do to | |

| | | |regain understanding. | |

| |Independent Reading |Readers confer with their teacher |Students revisit the procedure for an|Chart – Independent Reading |

| |The Reading Conference – Part 3 (M, |during the independent reading time. |independent reading conference. |Conferences |

| |S) |Readers are asked to think about |Students and teacher will evaluate | |

| | |their thinking during independent |how talking about their thinking |Large Post-it Note/Sentence |

| | |reading conferences. |during an independent reading |Strip/etc… - Independent Reading |

| | |Conferences are a check-point for |conference has gone so far. |Conferences Goal for Our Classroom |

| | |both the teacher and the student. |Students will be reminded that they | |

| | | |will be held accountable for their |Informal Reading Conference forms |

| | | |text selections. | |

|Day 18 |Read Aloud |Readers notice how events are related|Students learn that a cause is |Personal Narrative Selection |

| |Reading is Thinking – Cause and |to each other. |something that makes something else | |

| |Effect – Part 1 (S) | |happen and an effect is what happens |Chart – Reading is Thinking |

| | | |as a result of the cause. | |

| |Genre study continues. | |To determine the cause, ask the | |

| | | |question "Why Did it Happen?" | |

| | | |To determine the effect, ask the | |

| | | |question "What Happened?" | |

| |Shared Reading | | | |

| |No Shared Reading Today | | | |

| |Independent Reading |Readers confer with their teacher |Students revisit the procedure for an|Chart – Independent Reading |

| |The Reading Conference – Part 4 (M, |during the independent reading time. |independent reading conference. |Conferences |

| |S) |Readers are asked to think about |Students and teacher will evaluate | |

| | |their thinking during independent |how talking about their thinking |Large Post-it Note/Sentence |

| | |reading conferences. |during an independent reading |Strip/etc… - Independent Reading |

| | | |conference has gone so far. |Conferences Goal for Our Classroom |

| | |Conferences are a check-point for |Students will be reminded that they |from previous day and blank one for |

| | |both the teacher and the student. |will be held accountable for their |today |

| | | |text selections. | |

| | | | |Informal Reading Conference forms |

|Day 19 |Read Aloud |Readers notice how events are related|Students learn that a cause is |Personal Narrative Selection |

| |Reading is Thinking – Cause and |to each other. |something that makes something else | |

| |Effect – Part 2 (S) |The relationship between events helps|happen and an effect is what happens |Chart – Reading is Thinking |

| | |readers to understand the plot of a |as a result of the cause. | |

| |Genre study continues. |story. |To determine the cause, ask the | |

| | | |question "Why Did it Happen?" | |

| | | |To determine the effect, ask the | |

| | | |question "What Happened?" | |

| |Shared Reading |Readers notice how events are related|Students learn that a cause is |Overhead – Personal Narrative |

| |Reading is Thinking – Cause and |to each other. |something that makes something else |selection (Could be a page or two |

| |Effect – Part 2 Continued (S) |The relationship between events helps|happen and an effect is what happens |from the Read Aloud selection) |

| | |readers to understand the plot of a |as a result of the cause. | |

| | |story. |To determine the cause, ask the |Chart – Reading is Thinking |

| | | |question "Why Did it Happen?" | |

| | | |To determine the effect, ask the | |

| | | |question "What Happened?" | |

| |Independent Reading |As readers and writers, we follow |Students are aware of and follow |Chart – Our Reader’s Workshop |

| |Making Public the Guidelines for the |specific guidelines to work together |specific guidelines for independent | |

| |Reader’s Workshop – Part 2 (M) |and help one another do our best |reading. | |

| | |learning. |Students and teacher will revisit the| |

| | | |developed expectations and revise as | |

| | | |needed. | |

|Day 20 |Read Aloud |Readers notice how events are related|Students learn that a cause is |Personal Narrative Selection |

| |Reading is Thinking – Cause and |to each other. |something that makes something else | |

| |Effect – Part 3 (S) |The relationship between events helps|happen and an effect is what happens |Chart – Reading is Thinking |

| | |readers to understand the plot of a |as a result of the cause. | |

| | |story. |To determine the cause, ask the | |

| | | |question "Why Did it Happen?" | |

| | | |To determine the effect, ask the | |

| | | |question "What Happened?" | |

| | | | | |

| | | |Students learn to check on their | |

| | | |understanding as they read. | |

| | |Readers notice when the text doesn’t |Students learn ways to make sure they| |

| |Reading is Thinking – Checking for |make sense to them. |understand as they read. | |

| |Understanding as you Read – Revisited|Readers understand what is causing |Students learn that identifying when | |

| |(S) |their understanding to breakdown. |and why their understanding breaks | |

| | |Readers have different ways to figure|down helps them know what to do to | |

| |Genre Study is completed. |out the author’s meaning. |regain understanding. | |

| |Shared Reading | | | |

| |No Shared Reading Today | | | |

| |Independent Reading |Use the teacher’s letter as a guide |Students will revisit how to respond |Reader’s Notebook with teacher letter|

| |Writing Letters in Your Reader’s |to writing your letter in your |to the teacher’s letter as part of | |

| |Notebook Each Week (M & S) |reader’s notebook. |their letter writing in notebooks. |Chart – Reader’s Response Letters |

| | |Readers write one letter each week in|Students follow procedures for the | |

| | |their Reader’s Notebook. |weekly letter. | |

| | | | | |

| | | |Students will revisit the process to | |

| | |Quick notes can help you remember |help them remember their thinking so |Personal letter from teacher on chart|

| |Using our Sticky Notes to Guide Our |your thinking when you are ready to |that they can write about it and talk|paper with corresponding sticky notes|

| |Reader’s Response Letter (S) |write your letters and when you |about it. | |

| | |confer with the teacher. | | |

* M = Management Minilesson, S = Strategies and Skills Minilesson, L = Literary Analysis Minilesson

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Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

Austin Independent School District, Elementary Language Arts Department, ’08-‘09

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