The First 20 Days of Reading: 1st Grade
The First 20 Days of Reading: 1st Grade
2009-2010
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 attachment).
Our ultimate goal is for students to become proficient in using these skills independently.
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.
Day 5 of each week has been designed to be a day to bring together all of the week’s objectives. This will provide time for both teachers and students to practice and discuss all skills and strategies.
Throughout these 20 days, remember to work-in time for assessments (TPRI, Tejas Lee, DRA, EDL). Students can be pulled for assessments as your class is reading independently and working in centers.
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|Week 1: Modeled Reading, Shared Reading, Independent Reading, Word Wall & Literacy Centers |
|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |
|Day 1 |Modeled Reading |Readers read and share their |Students learn the rituals, routines,|Chart – Listeners Look Like/Sound |
| |We are all members of a community of |thinking about their reading. |and schedule of Reading Workshop so |Like |
| |readers. | |they can establish consistent meeting| |
| | | |procedures and habits. |Text Selection |
| | | | | |
| |Independent Reading |Our classroom library is organized|Students will explore and learn how |Chart- Our Classroom Library |
| |Introducing the Classroom Library |in a specific way to help us |to maintain their organized classroom| |
| | |select a variety of books for |library. | |
| |Areas to Highlight: |reading. | |Organized classroom library |
| |Browsing Boxes* | | | |
| |Author collections |We are all responsible for taking | | |
| |Genre collections |care of our classroom library. | | |
| |Topic collections | | | |
| | | | | |
| |*Browsing Boxes are baskets of leveled | | | |
| |texts with a variety of genres. | | | |
| | | | | |
| |Allow students to practice selecting a | | | |
| |text and returning it to its | | | |
| |appropriate location in the library. | | | |
|Day 2 |Modeled Reading |Readers have many different |Students will learn that as readers |Text Selection |
| |Readers make their thinking public in a|thoughts as they read. |we are capable of thinking in many | |
| |Reading Community |Readers can talk about their |different ways and sharing their | |
| | |thinking. |thinking with others. | |
| |Teacher assigns thinking/talking | | | |
| |partners for “Turn and Talk” during | | | |
| |Read Aloud and/or Shared Reading. | | | |
| | | | | |
| |Allow time for students to practice | | | |
| |this strategy several times with their | | | |
| |assigned partner. | | | |
| | | | |Chart- “Thinking and Talking with |
| |Teacher and students model and practice| | |a Partner” |
| |“Turn and Talk” so they know the | | | |
| |classroom’s routine for speaking and | | | |
| |listening about books. | | | |
| | | | | |
| |*Continue practicing the “turn and | | | |
| |talk” strategy throughout the following| | | |
| |weeks. | | | |
| |Independent Reading |Readers choose books in many |Students use several different kinds |Read Aloud: Leo the Late Bloomer |
| |Choosing a “just right” book |different ways. |of information to help them choose |or Little Louie the Baby Bloomer |
| | |Books can be easy, “just right” or|books. |by Robert Kraus |
| |(Teacher models and students practice) |challenging for a reader. | | |
| | |Readers should choose “just right”|Students think carefully about book | |
| |Teaching Tip: This is a lesson that |books most of the time. |choices. |Use the Goldilocks analogy to |
| |will be revisited and reinforced | | |establish criteria for choosing |
| |throughout the year as children grow as| |Readers have criteria to judge |“just right” books (for an example|
| |readers. | |whether a book is “just right” for |of a criteria chart, see Reading |
| | | |independent reading. |Essentials by Regie Routman, |
| |Teacher models using 3 different | | |Appendix E page A-6 and A-7.) |
| |authentic examples that are truly easy,| | | |
| |“just right” or challenging for the | | |Chart – Choosing a “Just Right” |
| |teacher. | | |Book |
|Day 3 |Modeled Reading |Readers identify the title, |Students recognize that different |Text Selection |
| |Concepts of Print |author, illustrator, etc., of a |parts of a book offer information. | |
| |Previewing a Book |book and ask themselves ‘What do I|Students will learn that previewing a| |
| | |know now?’ before reading. |book before reading will support | |
| |Teaching Tip: Concepts of print may |Readers have specific ways of |their understanding of the text. | |
| |include title, author, illustrator, |previewing books before reading to|Students will learn how to use | |
| |illustrations, synopsis, etc… |activate prior knowledge, gather |specific strategies for previewing a | |
| | |information, and make connections |book prior to selecting it for | |
| |Teacher discusses concepts of print and|to support meaning of the text. |independent reading. | |
| |models previewing a book. | | | |
| | | | | |
| |Shared Reading |Readers reread text to build |Students will learn the value of |Text Selection |
| |Building Fluency |fluency. |rereading familiar text. | |
| |Independent Reading |Readers choose books in many |Students use several different kinds |Review established classroom |
| |Review choosing a “just right” book |different ways. |of information to help them choose |criteria chart for choosing “just |
| | |Books can be easy, “just right”, |books. |right” books. |
| |Teaching Tip: This is a lesson that |or challenging for a reader. |Students think carefully about book | |
| |will be revisited and reinforced |Readers should choose “just right”|choices. | |
| |throughout the year as children grow as|books most of the time. |Readers have criteria to judge | |
| |readers. | |whether a book is “just right” for | |
| | | |independent reading. | |
| |Literacy Centers |Readers and writers follow |Students learn to refer to and follow|Chart-What do Literacy Centers |
| |Guidelines for Literacy Centers |specific guidelines to work |the classroom guidelines for literacy|Look Like/Sound Like? |
| | |together and help one another do |centers. | |
| |Teaching Tip: |our best learning. | |Create an “I Can” chart for each |
| |Over the next few days you will be | | |literacy center introduced today. |
| |explicitly introducing literacy centers| | |Introduce the Literacy Center |
| |one at a time. The goal for today is | | |icons for each explored center. |
| |to establish procedural systems for | | |Establish and practice a noise |
| |working in centers. Remember, students| | |level system and attention signal.|
| |need to have an opportunity to practice| | |Establish and practice procedure |
| |rotating between centers as well | | |for “What to do if you have a |
| |exploring the centers. | | |question/problem” (i.e., Ask 3 |
| | | | |before me.) |
| |Teaching Tip: Teachers may choose to | | |Students will practice going |
| |introduce one or more centers per day. | | |through the centers introduced |
| | | | |today. |
| |Teacher and students will revisit these| | |Establish and practice the |
| |expectations often and revise as | | |rotation system. |
| |needed. | | | |
| | | | |Guiding Questions: |
| | | | |“What is working well?” |
| | | | |“What needs to be improved?” |
|Day 4 |Modeled Reading |Readers identify the title, |Students recognize that different |Text Selection |
| |Review Concepts of Print |author, illustrator, etc., of a |parts of a book offer information. | |
| |Previewing a Book |book and ask themselves ‘What do I|Students will learn that previewing a| |
| | |know now?’ before reading. |book before reading will support | |
| | |Readers have specific ways of |their understanding of the text. | |
| | |previewing books before reading to|Students will learn how to use | |
| | |activate prior knowledge, gather |specific strategies for previewing a | |
| | |information, and make connections |book prior to selecting it for | |
| | |to support meaning of the text. |independent reading. | |
| |Shared Reading |Readers reread text to build |Students will learn the value of |Text Selection |
| |Review Building Fluency |fluency. |rereading familiar text. | |
| |Independent Reading |We have specific ways of reading |Students will establish criteria for |Chart – Independent Reading Looks |
| |Enjoying Independent Reading in our |during independent reading time. |quality independent reading. |Like/Sounds Like (Generate |
| |Classroom | | |criteria with students.) |
| | | | | |
| |Teaching Tip: | | | |
| |After reading, select a few students to| | | |
| |share reflections on how they met the | | | |
| |criteria during independent reading. | | | |
| |“How did the criteria help you develop | | | |
| |your reading habits?” | | | |
| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |
| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working |Explain materials and activity. |
| |Centers |each center in order to do their |successfully in one or more literacy |Model the center activity with a |
| | |best learning and thinking. |centers. |student. |
| |Teaching Tip: |Readers and writers keep track of |Students learn that they are held |Provide clear expectations and |
| |As part of your center introduction, |their work in literacy centers. |accountable for doing their best work|procedures using an “I Can” chart.|
| |establish student accountability by | |in literacy centers. |Provide guided practice. |
| |modeling and posting an example of a | | |Provide time for students to |
| |completed student work product. | | |practice independently. |
| | | | |To reinforce successful center |
| |For example, in the Listening Center, | | |experiences for all students, |
| |students may draw a picture or write | | |provide time for students to share|
| |words about the beginning, middle and | | |and self-reflect using the “I |
| |end of the story. | | |Can”. |
| | | | | |
| |For example, in the Writing Center, | | |Guiding Questions: |
| |students may write a letter to a | | |“What is working well?” |
| |friend, teacher, parent or continue | | |“What needs to be improved?” |
| |working on a story from Writer’s | | | |
| |Workshop. | | | |
|Day 5 |Modeled Reading/Shared Reading |Readers use more than one strategy|Students will learn that we can use a|Text Selection: Using a Big Book |
| |Bringing It All Together! |at a time when they read. |variety a strategies as we read. |or other shared reading text, |
| | |Readers reread text to build |Students will learn the value of |review and connect the skills |
| |Review: |fluency. |rereading familiar text. |introduced this week. |
| |Concepts of Print |Readers identify the title, |Students will learn that previewing a| |
| |Previewing a Book |author, illustrator, etc., of a |book before reading will support | |
| |Building Fluency |book and ask themselves ‘What do I|their understanding of the text. | |
| | |know now?’ before reading. | | |
| |Independent Reading |We are all responsible for taking |Students will revisit how to maintain|Chart – Independent Reading Looks |
| |Bringing It All Together! |care of our classroom library. |their organized classroom library. |Like/Sounds Like |
| | | |Students will revisit criteria for | |
| |Review: |We have specific ways of reading |quality independent reading. |Chart – Choosing a “Just Right” |
| |Classroom Library Procedures and |during independent reading time. |Readers have criteria to judge |Book |
| |Expectations | |whether a book is “just right” for | |
| |Independent Reading Procedures and |Readers should choose “just right”|independent reading. |Organized classroom library |
| |Expectations |books most of the time. | | |
| |Choosing a “just right” book | | | |
| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |
| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working | |
| |Centers |each center in order to do their |successfully in one or more literacy |Explain materials and activity. |
| | |best learning and thinking. |centers. |Model the center activity with a |
| |For example, in the Word Study Center, |Readers and writers keep track of |Students learn that they are held |student. |
| |students may write the words that they |their work in literacy centers. |accountable for doing their best work|Provide clear expectations and |
| |made. | |in literacy centers. |procedures using an “I Can” chart.|
| | | | |Provide guided practice. |
| |For example, in the Big Book Center, | | |Provide time for students to |
| |students may hunt for and write words | | |practice independently. |
| |with the IPG phonics focus skill. | | |To reinforce successful center |
| | | | |experiences for all students, |
| | | | |provide time for students to share|
| | | | |and self-reflect using the “I |
| | | | |Can”. |
| |Word Wall |Our word wall is a resource of |Students become familiar with the |Empty Word Wall with letter |
| |Introducing the Word Wall |words that all authors use. These|organization and purpose of the word |headings. Vowels and Consonants |
| | |are words we can read and spell |wall |should be different colors. |
| |Teacher introduces the empty word wall.|easily by the end of first grade. |Students recognize and utilize the | |
| |Discuss its purpose and organization. |Our word wall is organized to help|word wall as a resource for spelling | |
| | |us easily find words. The heading|common words in their writing. | |
| |[Word Walls] help students accurately |letters are displayed in | | |
| |spell high frequency words that defy |alphabetical order. Vowels and | | |
| |regular phonetic patterns. A Word Wall|consonants are in different | | |
| |also strengthens student’s ability to |colors. | | |
| |quickly and fluently read high |Words are organized on the word | | |
| |frequency words. (Wagstaff, 1999) |wall by their first letter. | | |
| | | | | |
| |Teaching Tip: | | | |
| |Effective word wall instruction means: | | | |
| |Only adding high frequency words to the| | | |
| |word wall (See High Frequency Word List| | | |
| |for 1st grade.) | | | |
| |Adding words gradually (5 per week) | | | |
| |with students | | | |
| |Making the word wall easily accessible | | | |
| |to all students | | | |
| |Making the words legible by writing | | | |
| |them in large, clear print | | | |
| |Practicing the words by chanting and | | | |
| |writing them daily | | | |
| |Doing a variety of review activities to| | | |
| |provide enough practice so that the | | | |
| |words are read and spelled instantly | | | |
| |and automatically | | | |
| | | | | |
| |Teaching Tip: | | | |
| |Place student names prominently | | | |
| |throughout the classroom on Word Banks | | | |
| |for easy recognition and reference. If| | | |
| |you choose to place student names on | | | |
| |the word wall, they should be removed | | | |
| |to a name word bank as you begin to add| | | |
| |high frequency words. Remember, the | | | |
| |word wall is a reference of words that | | | |
| |children should read and spell | | | |
| |automatically by the end of first | | | |
| |grade. | | | |
| | | | | |
| | | | | |
| |
|Week 2: Modeled Reading, Shared Reading, Independent Reading, Word Wall & Literacy Centers |
|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |
|Day 6 |Modeled Reading |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |
| |Making Predictions |us understand the story. |naturally make predictions as they |supports the weekly comprehension |
| | | |read. |focus, found in your IPGs. |
| |Teaching Tip: | | | |
| |This would be a good week to begin a | | |Generate the beginning of a |
| |literature unit/author study to | | |predicting anchor chart with |
| |promote student text connections and | | |children. (See sample chart on |
| |in depth literature study. Kevin | | |left.) |
| |Henkes is a great first author study | | | |
| |to analyze character traits and build| | | |
| |community. | | | |
| | | | | |
| |Model making predictions. Ask | | | |
| |questions such as, “Given what the | | | |
| |author has told us already, what do | | | |
| |you think is going to happen in the | | | |
| |story?” | | | |
| |Shared Reading |Readers use “picture cues” to solve |Students will learn to “check the |Text Selection |
| |Reading Strategy– |unknown words. |picture” when they encounter a | |
| |“check the picture” | |reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| |Teaching Tip: | | | |
| |Teacher may choose to use the same | | | |
| |shared reading text for the duration | | |Introduce and model using the |
| |of each week to highlight the | | |strategy and add to chart with |
| |different teaching points. | | |students. (See sample to the left.) |
| | | | | |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | | |
| |Independent Reading |We have an organizational system we |Students learn how to manage their |Chart – Independent Reading Looks |
| |Introducing our Individual Book |use to store and maintain our |own independent reading materials. |Like/Sounds Like |
| |Boxes/Bags |independent book choices. | | |
| | | | |Student book boxes/bags |
| |Word Wall |I can use the word wall to help me |Students learn the routine for adding|5 word wall words (each printed large|
| |Adding words to the word wall: |easily read and spell important words|high frequency words to the word |and clear on a sentence strip, index |
| |Learning our routine |that all authors use. |wall. |card, or construction paper.) |
| | |I must spell the words on the word |Students will spell the new word wall| |
| |Today you will be establishing your |wall correctly in my writing. |words correctly in their writing and |Student word study notebooks or |
| |weekly word wall routine and | |after practice, read the words |journals for recording word wall |
| |introducing the first 5 high | |instantly and automatically. |words and daily practice activities. |
| |frequency words to the word wall. | | | |
| | | | |Teaching Tip: |
| |Teaching Tip: | | |Using handwriting paper folded and |
| |High Frequency Words are words | | |stapled into student notebooks is an |
| |students should know automatically; | | |affordable way to create word study |
| |words that you don’t want students to| | |journals that also serve as |
| |have to decode while reading or | | |opportunities to practice legible |
| |invent the spelling of while writing.| | |handwriting. |
| |Choose words from the AISD 1st Grade | | | |
| |Non-Negotiable List. If students are| | |Teaching Tip: |
| |still misspelling or having | | |Use different colored construction |
| |difficulty reading Kinder words, | | |paper backing to help students |
| |choose words from the AISD Kinder or | | |distinguish between confusing or |
| |First Grade Non- Negotiable lists. | | |similar words. |
| | | | | |
| |Teaching Tip: | | | |
| |Only high frequency words that are | | | |
| |introduced with students should be | | | |
| |added to the word wall. Content area| | | |
| |words, vocabulary words, and seasonal| | | |
| |words should be added to separate | | | |
| |Word Banks, not to the word wall. | | | |
| |Literacy Centers |Readers collaborate and/or work |Students will learn the expectations |For each center teachers need to… |
| |Continuing to Introduce Literacy |independently in specific ways in |and procedures for working | |
| |Centers |each center in order to do their best|successfully in one or more literacy |Explain materials and activity. |
| | |learning and thinking. |centers. |Model the center activity with a |
| |Teaching Tip: |Readers and writers keep track of |Students learn that they are held |student. |
| |As part of your center introduction, |their work in literacy centers. |accountable for doing their best work|Provide clear expectations and |
| |establish student accountability by | |in literacy centers. |procedures using an “I Can” chart. |
| |modeling and posting an example of a | | |Provide guided practice. |
| |completed student work product. | | |Provide time for students to practice|
| | | | |independently. |
| |For example, in the Buddy Reading | | |To reinforce successful center |
| |Center, students may work together to| | |experiences for all students, provide|
| |complete a reading response and their| | |time for students to share and |
| |reading log. | | |self-reflect using the “I Can”. |
| | | | | |
| |For example, in the Computer Center, | | |Guiding Questions: |
| |students may work on | | |“What is working well?” |
| |. | | |“What needs to be improved?” |
|Day 7 |Modeled Reading |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |
| |Review Making Predictions |us understand the story. |naturally make predictions as they |supports the weekly comprehension |
| | | |read. |focus, found in your IPGs. |
| | | | | |
| |Model making predictions. Ask | | | |
| |questions such as, “Given what the | | | |
| |author has told us already, what do | | |Add to and revisit the predicting |
| |you think is going to happen in the | | |anchor chart with children. (See |
| |story?” | | |sample chart on left.) |
| | | | | |
| |Shared Reading |Readers use “picture” cues to solve |Students will learn a problem solving|Text Selection |
| |Review Reading Strategy |unknown words. |strategy when they encounter a | |
| |“check the picture” | |reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| |Review and model using the strategy | | | |
| |with another book. | | | |
| | | | | |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | | |
| |Independent Reading |We have an organizational system we |Students learn how to manage their |Review chart – Independent Reading |
| |Review procedures for individual Book|use to store and maintain our |own independent reading materials. |Looks Like/Sounds Like |
| |Boxes/Bags |independent book choices. | | |
| | | | | |
| |Teacher Tip: By adding 2 minutes per | | | |
| |day during independent reading, | | | |
| |reading time increases by 10 minutes | | | |
| |per week. | | | |
| |Literacy Centers |We are ready to be independent |Students celebrate the grand opening |Chart-What do Literacy Centers Look |
| |GRAND OPENING!!!! |learners in our literacy centers. |of literacy centers and work |Like/Sound Like? |
| | | |independently in their center/centers| |
| |Teaching Tip: | |while teacher monitors. | |
| |After center time, conduct a whole | | | |
| |group class meeting to reflect on | | | |
| |what went well and what needs | | | |
| |improving. Modify and adjust charts | | | |
| |as needed. | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. (There are| |
| | | |only 5 words at this point on the | |
| |Teaching Tip: | |word wall) | |
| |Review the 5 new words introduced on | | | |
| |Monday by snap clapping and chanting | | | |
| |the words. (Repeat this routine | | | |
| |Tuesday through Friday.) In | | | |
| |addition, plan a 5-10 minute practice| | | |
| |activity that may include any word | | | |
| |wall words previously taught. Add | | | |
| |kinesthetic movements to make the | | | |
| |activities engaging and fun! | | | |
| | | | | |
| |Links to Practice Activities: | | | |
| | | | |
| |/first/handout-to-hide/m1001272.pdf | | | |
| | | | | |
| | | | |
| |tivites.html | | | |
|Day 8 |Modeled Reading |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |
| |Making and Adjusting Predictions |us understand the story. |naturally make and adjust predictions|supports the weekly comprehension |
| | |Adjusting our predictions also helps |as they read. |focus found in your IPGs. |
| | |us understand the story. | | |
| | | | | |
| |Model making predictions. Ask | | | |
| |questions such as, “Given what the | | |Revisit the predicting anchor chart |
| |author has told us already, what do | | |with children. (See sample chart on |
| |you think is going to happen in the | | |left.) |
| |story?” | | | |
| |Shared Reading |Readers use “picture” cues to solve |Students will learn a problem solving|Text Selection |
| |Review Reading Strategy |unknown words. |strategy when they encounter a | |
| |“check the picture” | |reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | | |
| | | | | |
| | | | | |
| |Independent Reading |We have an organizational system we |Students learn how to manage their |Review Chart – Independent Reading |
| |Review procedures for individual Book|use to store and maintain our |own independent reading materials. |Looks Like/Sounds Like |
| |Boxes/Bags |independent book choices. | | |
| | | | | |
| |Teacher Tip: By adding 2 minutes per | | | |
| |day during independent reading, | | | |
| |reading time increases by 10 minutes | | | |
| |per week. | | | |
| |Select several students to share | | | |
| |their reflections of learning during | | | |
| |independent reading. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. (There are| |
| | | |only 5 words at this point on the | |
| | | |word wall.) | |
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|Day 9 |Modeled Reading |Making predictions as we read helps |Students will learn that readers |Text Selection: Choose a text that |
| |Review Making and Adjusting |us understand the story. |naturally make and adjust predictions|supports the weekly comprehension |
| |Predictions |Adjusting our predictions also helps |as they read. |focus, found in your IPGs. |
| | |us understand the story. | | |
| |Remember to imbed the IPG Weekly | | | |
| |Comprehension Focus. | | | |
| | | | |Revisit the predicting anchor chart |
| |Model making predictions. Ask | | |with children. (See sample chart on |
| |questions such as, “Given what the | | |left.) |
| |author has told us already, what do | | | |
| |you think is going to happen in the | | | |
| |story?” | | | |
| | | | | |
| | | | | |
| |Shared Reading |Readers use “picture” cues to solve |Students will learn a problem solving|Text Selection |
| |Review Reading Strategy |unknown words. |strategy when they encounter a | |
| |“check the picture” | |reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
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| |Independent Reading |We have an organizational system we |Students learn how to manage their |Review chart – Independent Reading |
| |Review procedures for individual Book|use to store and maintain our |own independent reading materials. |Looks Like/Sounds Like |
| |Boxes/Bags |independent book choices. | | |
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| |Teacher Tip: By adding 2 minutes per | | | |
| |day during independent reading, | | | |
| |reading time increases by 10 minutes | | | |
| |per week. | | | |
| |Select several students to share | | | |
| |their reflections of learning during | | | |
| |independent reading. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. (There are| |
| | | |only 5 words at this point on the | |
| | | |word wall) | |
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|Day 10 |Modeled Reading/Shared Reading |Readers use more than one strategy at|Students will learn that we can use a|Text Selection: Using a Big Book or |
| |Bringing It All Together! |a time when they read. |variety a strategies as we read. |other shared reading text, review and|
| | |Readers use “picture” cues to solve |Students will learn a problem solving|connect the skills introduced this |
| |Review: |unknown words. |strategy when they encounter a |week. |
| |Check the Picture |Making predictions as we read helps |reading roadblock. | |
| |Making and Adjusting Predictions |us understand the story. |Students will learn that readers |Chart- What do readers do when they |
| | |Adjusting our predictions also helps |naturally make and adjust predictions|come to a reading roadblock? |
| |Remember to imbed the IPG Weekly |us understand the story. |as they read. | |
| |Comprehension Focus. | | | |
| |Teaching Tip: | | | |
| |Strategies from week one will also be| | | |
| |integrated as part of your natural | | | |
| |conversation. | | | |
| |Continue to model all strategies | | | |
| |introduced and encourage active | | | |
| |student participation. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
| |Word Wall |I am responsible for reading and |Students take a short word wall |Student Word Study Notebooks, dry |
| |Assessment |spelling our word wall words |assessment to demonstrate mastery of |erase boards, or lined paper |
| | |correctly. |the five new high frequency words. | |
| |This may be combined with weekly | | | |
| |spelling test. | | | |
| | | | | |
| | | | | |
| |Teaching Tip: | | | |
| |Monitor student reading and writing | | | |
| |of high frequency words during guided| | | |
| |reading, independent reading | | | |
| |conferences, and writing conferences.| | | |
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|Week 3: Modeled Reading, Shared Reading, Independent Reading, |
|Word Wall, Literacy Centers, & Star of the Day Interactive Writing |
|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |
|Day 11 |Modeled Reading |Readers consider the importance of a |Students will learn that |Text Selection: Choose a text that |
| |Thinking about Main Idea |particular piece. |understanding the main points of a |supports the weekly comprehension |
| |(Classifying) | |text helps them comprehend the story.|focus, found in your IPGs. |
| | | | | |
| |Teaching Tip: | | | |
| |This would be a good week to begin a | | |Generate the beginning of a retelling|
| |literature unit/author study to | | |anchor chart with children. (See |
| |promote student text connections and | | |sample chart on left.) |
| |in depth literature study. Kevin | | | |
| |Henkes is a great first author study | | | |
| |to analyze character traits and build| | | |
| |community. | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Beginning Sounds |unknown words such as using beginning|strategy when they encounter a | |
| | |sounds. |reading roadblock. |Chart- What do readers do when they |
| |Remember to imbed the IPG Weekly | | |come to a reading roadblock? |
| |Comprehension Focus. | | | |
| | | | |Introduce and model using the |
| |Teaching Tip: | | |strategy and add to chart with |
| |Teacher may choose to use the same | | |students. (See sample to the left.) |
| |shared reading text for the duration | | | |
| |of each week to highlight the | | | |
| |different teaching points. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| |Consider highlighting an author or | | | |
| |genre from your classroom library to | | | |
| |motivate students to read widely. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed.| | | |
| |Word Wall |I can use the word wall to help me |Students will spell the new word wall|5 word wall words (each printed large|
| |Adding words to the word wall |easily read and spell important words|words correctly in their writing and |and clear on a sentence strip, index |
| | |that all authors use. |after practice, read the words |card, or construction paper.) |
| |Choose 5 more words to add to the |I must spell the words on the word |instantly and automatically. | |
| |word wall this week from the AISD |wall correctly in my writing. | |Student word study notebooks |
| |Non-Negotiable List. | | | |
| | | | |Sample word wall Day 11 |
| |Teaching Tip: | | | |
| |Look at student writing to choose | | | |
| |misspelled high frequency words for | | | |
| |the week as well as words that appear| | | |
| |in shared and guided reading texts | | | |
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|Day 11 |Star of The Day: |Everyday we will interview a new star|Children with very little |Chart paper |
|(Contin|An Ongoing Interactive Writing |of the day. |understanding of what reading and | |
|ued) |Activity |I can help my teacher write. We can |writing are and how they work are |“Oops” tape (White correction tape) |
| |Introducing the Routine |write what we say, and we can read |going to learn to… | |
| | |what we write. |Track print |Markers |
| |Today you will be establishing your |I can write a special letter to the |Left to right progression | |
| |daily star of the day routine; a |star of the day with pictures and |Return sweep |Student paper (blank or lined with |
| |multileveled activity that promotes |words. |Read some of their classmates |space for a picture) |
| |differentiated instruction. This |When I’m Star of the Day, I will get |names | |
| |begins as modeled writing, and then |my own special book to read. |Write many of their classmates names |Student names written on craft sticks|
| |moves quickly to shared writing, and | |in a fashion that can be read by |and placed in a jar for random star |
| |finally to interactive writing. This| |others |selection. |
| |gradual release will depend on your | |Name some letters of the alphabet | |
| |class. | |Stretch words and blend sounds |Teaching Tip: |
| | | |together to form a words |Keep track of students names that |
| | | | |have already been called by: |
| | | |Children who are moving into |Coloring one end of the student name |
| | | |literacy, but are not reading are |stick red and one end blue. Turn |
| | | |going to learn to… |over the stick once a student has |
| | | |Read most of their classmates names |been called. |
| | | |Write most of their classmates names |Placing a smaller cup within the |
| | | |Name all of the letters that occur in|larger cup. After a student is |
| | | |these names |selected, put their stick into the |
| | | |Look for patterns and relationships |smaller cup |
| | | |between letters and sounds | |
| | | |Read several words in the Star of the|Chart “Interview Questions” created |
| | | |Day chart |with students (see sample chart |
| | | | |below) |
| | | |Children who come to school already | |
| | | |reading are going to learn to… | |
| | | |Read all of the Star of the Day chart| |
| | | |fluently | |
| | | |Write several sentences about a | |
| | | |classmate | |
| | | |Read and spell high frequency word | |
| | | |Understand that letters can have a | |
| | | |variety of sounds | |
| | | |Learn on their own, patterns not yet | |
| | | |taught because they are used to | |
| | | |looking at new words and trying to | |
| | | |figure out why the letters do what | |
| | | |they do | |
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|Day 12 |Modeled Reading |Readers consider the importance of a |Students will learn that |Text Selection: Choose a text that |
| |Review: Main idea (classifying ideas |particular piece. |understanding the main points of a |supports the weekly comprehension |
| |from a text) | |text helps them comprehend the story.|focus, found in your IPGs. |
| | | | | |
| | | | |Revisit the retelling anchor chart |
| | | | |with children. (See sample chart on |
| | | | |left.) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Review Beginning |unknown words such as using beginning|strategy when they encounter a | |
| |Sounds |sounds. |reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| | | | | |
| |Remember to imbed the IPG Weekly | | |Model using the strategy and review |
| |Comprehension Focus. | | |chart with students. (See sample to |
| | | | |the left.) |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed.| | | |
| | | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. | |
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| |Teaching Tip: | | | |
| |Repeat the practice activities from | | | |
| |the prior week, or visit these | | | |
| |websites for additional activity | | | |
| |ideas | | | |
| | | | | |
| | | | | |
| |Star of The Day: |I can help my teacher write. We can |Students learn a variety of skills |“Oops” tape (White correction tape) |
| |An Ongoing Interactive Writing |write what we say, and we can read |such as spacing, letter formation, | |
| |Activity |what we write. |and letter sound relationships |Markers |
| |Our First Star of the Day! |I can write a special letter to the |through teacher modeling and explicit| |
| | |star of the day with pictures and |minilessons. |Student paper (blank or lined with |
| |Today you will interview your first |words. |Students “share the pen” to help |space for a picture) |
| |star of the day. | |record information about the star of | |
| | | |the day. |Student names written on craft sticks|
| |Teaching Tip: | |Students write independently using |and placed in a jar for random star |
| |Draw a line on the bottom of the | |pictures and words as the teacher |selection |
| |chart paper to create a “practice” | |circulates to conduct one on one | |
| |area where students can practice | |writing conferences and |Chart “Interview Questions” |
| |forming a letter or writing a word | |individualized minilessons. | |
| |before they put it on the main chart.| | |Chart for the Star of the Day (see |
| |Use correction tape to quickly and | | |sample below) |
| |easily cover mistakes and provide a | | | |
| |“do-over” opportunity. The practice | | | |
| |area then may be cut off before the | | | |
| |chart is posted in the classroom. | | | |
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|Day 13 |Modeled Reading |Readers consider the importance of a |Students will learn that |Text Selection: Choose a text that |
| |Review: Main idea (classifying) |particular piece. |understanding the main points of a |supports the weekly comprehension |
| | | |text helps them comprehend the story.|focus, found in your IPGs. |
| | | | | |
| |Teaching Tip: | | | |
| |Determine the main idea using | | |Revisit the retelling anchor chart |
| |nonfiction text | | |with children. (See sample chart on |
| | | | |left.) |
| | | | | |
| | | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Review Beginning |unknown words such as using beginning|strategy when they encounter a | |
| |Sounds |sounds. |reading roadblock. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| | | | | |
| |Remember to imbed the IPG Weekly | | |Model using the strategy and review |
| |Comprehension Focus. | | |chart with students. (See sample to |
| | | | |the left.) |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed.| | | |
| |Star of the Day | | | |
| |Repeat routine for a new star of the | | | |
| |day. | | | |
|Day 14 |Modeled Reading |Readers consider the importance of a |Students will learn that |Text Selection: Choose a text that |
| |Review: Main idea (classifying) |particular piece. |understanding the main points of a |supports the weekly comprehension |
| | | |text helps them comprehend the story.|focus, found in your IPGs. |
| | | | | |
| | | | | |
| |Teaching Tip: | | |Revisit the retelling anchor chart |
| |Determine the main idea using | | |with children. (See sample chart on |
| |nonfiction text | | |left.) |
| | | | | |
| | | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Review Checking |unknown words such as using beginning|strategies when they encounter a | |
| |the Picture and Beginning Sounds |sounds and “checking the picture.” |reading roadblock. |Chart- What do readers do when they |
| | |Readers use strategies to solve | |come to a reading roadblock? |
| | |unknown words such as using beginning| | |
| |Remember to imbed the IPG Weekly |sounds. | |Model using the strategy and review |
| |Comprehension Focus. | | |chart with students. (See sample to |
| | | | |the left.) |
| |Star of the Day | | | |
| |Repeat routine for a new star of the | | | |
| |day. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. | |
|Day 15 |Modeled Reading/Shared Reading |Readers consider the importance of a |Students will learn that as readers |Text Selection: Using a Big Book or |
| |Bringing It All Together! |particular piece. |we are capable of thinking in many |other shared reading text, review and|
| | |Readers use strategies to solve |different ways. |connect the skills introduced this |
| |Review: |unknown words such as using beginning|Students will learn a problem solving|week. |
| |Main Idea (classifying) |sounds and “checking the picture.” |strategies when they encounter a | |
| |Checking the Picture Beginning Sounds|Readers use strategies to solve |reading roadblock. | |
| | |unknown words such as using beginning| | |
| |Teaching Tip: |sounds. | | |
| |Strategies from week one and two will| | | |
| |also be integrated as part of your | | | |
| |natural conversation. | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| | | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Word Wall |I am responsible for reading and |Students take a short word wall |Student Word Study Notebooks, dry |
| |Assessment |spelling our word wall words |assessment to demonstrate mastery of |erase boards, or lined paper |
| | |correctly. |the five new high frequency words. | |
| |Star of the Day | | | |
| |Repeat routine for a new star of the | | | |
| |day. | | | |
|Week 4: Modeled Reading, Shared Reading, Independent Reading, |
|Word Wall, Literacy Centers & Star of the Day Interactive Writing |
|Day |Minilesson |Key Concepts |Learning Outcomes |Resources Needed |
|Day 16 |Modeled Reading |Readers consider the importance of a |Students will learn that |Text Selection |
| |Review Main Idea and Introduce |particular piece. |understanding the main points of a | |
| |Reading Responses |One of the ways readers think about |text helps them comprehend the story.| |
| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |
| | |public is writing about the books |quality reading response so they can | |
| |Teacher models writing a reading |they read. |think critically and write about | |
| |response. | |books they are reading. | |
| | | | | |
| | | | | |
| | | | | |
| | | | |Provide sentence stems (See sample on|
| | | | |left.) |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Thinking about |unknown words such as thinking about |strategy when they encounter a | |
| |Meaning |meaning. |reading roadblock. |Chart- What do readers do when they |
| |“Does that make sense?” | | |come to a reading roadblock? |
| | | | | |
| | | | |Model using the new strategy and add |
| | | | |to the chart with students. (See |
| | | | |sample to the left.) |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| |Consider highlighting an author or | | | |
| |genre from your classroom library to | | | |
| |motivate students to read widely. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed.| | | |
| |Word Wall |I can use the word wall to help me |Students will spell the new word wall|5 word wall words (each printed large|
| |Adding words to the word wall |easily read and spell important words|words correctly in their writing and |and clear on a sentence strip, index |
| | |that all authors use. |after practice, read the words |card, or construction paper.) |
| |Choose 5 more words to add to the |I must spell the words on the word |instantly and automatically. | |
| |word wall this week from the AISD |wall correctly in my writing. | |Student word study notebooks |
| |Non-Negotiable List. | | | |
| | | | | |
| |Teaching Tip: | | | |
| |Look at student writing to choose | | | |
| |misspelled high frequency words for | | | |
| |the week as well as words that appear| | | |
| |in shared and guided reading texts | | | |
| |Star of the Day | | | |
| |Repeat routine for a new star of the | | | |
| |day. | | | |
|Day 17 |Modeled Reading |Readers consider the importance of a |Students will learn that |Text Selection |
| |Review Main Idea and Reading |particular piece. |understanding the main points of a | |
| |Responses |One of the ways readers think about |text helps them comprehend the story.| |
| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |
| | |public is writing about the books |quality reading response so they can | |
| |Teacher models writing a reading |they read. |think critically and write about | |
| |response. | |books they are reading. | |
| | | | | |
| | | | | |
| | | | | |
| | | | |Provide sentence stems (See sample on|
| | | | |left.) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Thinking about |unknown words such as thinking about |strategy when they encounter a | |
| |Meaning |meaning. |reading roadblock. |Chart- What do readers do when they |
| |“Does that make sense?” | | |come to a reading roadblock? |
| | | | | |
| | | | |Model using the new strategy and add |
| | | | |to the chart with students. (See |
| | | | |sample to the left.) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| | | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, Add Rigor as needed | | | |
| | | | | |
| | | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. | |
| | | | | |
| | | | | |
| | | | | |
| |Star of the Day | | | |
| |Repeat routine for a new star of the | | | |
| |day. | | | |
| | | | | |
|Day 18 |Modeled Reading |Readers consider the importance of a |Students will learn that |Text Selection |
| |Review Main Idea and Reading |particular piece. |understanding the main points of a | |
| |Responses |One of the ways readers think about |text helps them comprehend the story.| |
| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |
| | |public is writing about the books |quality reading response so they can | |
| |Teacher facilitates a shared writing |they read. |think critically and write about | |
| |of a reading response in order to | |books they are reading. | |
| |gradually release the responsibility | | | |
| |to the students. | | | |
| | | | | |
| | | | |Provide sentence stems (See sample on|
| | | | |left.) |
| | | | | |
| | | | | |
| | | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. | |
| | | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn a problem solving|Text Selection |
| |Reading Strategy – Thinking about |unknown words such as thinking about |strategy when they encounter a | |
| |Meaning |meaning. |reading roadblock. |Chart- What do readers do when they |
| |“Does that make sense?” | | |come to a reading roadblock? |
| | | | | |
| | | | |Model using the new strategy and add |
| | | | |to the chart with students. (See |
| | | | |sample to the left.) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| | | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed.| | | |
| | | | | |
| | | | | |
| |Star of the Day | | | |
| |Repeat routine for a new star of the | | | |
| |day. | | | |
| | | | | |
|Day 19 |Modeled Reading |Readers consider the importance of a |Students will learn that |Text Selection |
| |Review Main Idea and Reading |particular piece. |understanding the main points of a | |
| |Responses |One of the ways readers think about |text helps them comprehend the story.| |
| | |their reading and make their thinking|Students learn basic elements of a |Chart – A Quality Reading Response… |
| | |public is writing about the books |quality reading response so they can | |
| |Teacher facilitates a shared writing |they read. |think critically and write about | |
| |of a reading response in order to | |books they are reading. | |
| |gradually release the responsibility | | | |
| |to the students. | | | |
| | | | | |
| | | | |Provide sentence stems (See sample on|
| | | | |left.) |
| | | | | |
| | | | | |
| |Shared Reading |Readers use strategies to solve |Students will learn to monitor their |Text Selection |
| |Reading Strategy - |unknown words such as rereading to |reading by rereading to maintain | |
| |Go Back and Reread |maintain meaning. |meaning when meaning breaks down. |Chart- What do readers do when they |
| | | | |come to a reading roadblock? |
| |Teaching Tip: | | | |
| |Going back and rereading is a | | |Model using the strategy and review |
| |strategy that is naturally connected | | |the chart with students. (See sample|
| |with asking yourself “Does that make | | |to the left.) |
| |sense?” Explicitly model how these | | | |
| |two strategies work together. | | | |
| | | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| | | | | |
| |Word Wall |When I practice reading and writing |Students practice new and previously |Student Word Study Notebooks or dry |
| |Reviewing and Practicing Word Wall |our word wall words, I can remember |taught word wall words to improve |erase boards |
| |Words |them easily and automatically. |fluency and automaticity. | |
| | | | | |
| | | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed.| | | |
| | | | | |
| | | | | |
| |Star of the Day | | | |
| |Repeat routine for a new star of the | | | |
| |day. | | | |
|Day 20 |Modeled Reading/Shared Reading |Readers consider the importance of a |Students will learn that |Text Selection |
| |Bringing It All Together! |particular piece. |understanding the main points of a | |
| | |Readers use strategies to solve |text helps them comprehend the story.| |
| |Review: |unknown words such as rereading to |Students will learn to monitor their |Chart – A Quality Reading Response… |
| |Main Idea (classifying) |maintain meaning. |reading by rereading to maintain | |
| |Does that make sense? | |meaning when meaning breaks down. | |
| |Go Back and Reread | | | |
| | | | | |
| |Teaching Tip: | | | |
| |Strategies from week one, two and | | | |
| |three will also be integrated as part| | | |
| |of your natural conversation. | | | |
| |Independent Reading | | | |
| |Revisit and Monitor classroom | | | |
| |expectations and procedures as | | | |
| |needed. | | | |
| |Literacy Centers | | | |
| |Revisit, Revise, add Rigor as needed.| | | |
| |Word Wall |I am responsible for reading and |Students take a short word wall |Student Word Study Notebooks, dry |
| |Assessment |spelling our word wall words |assessment to demonstrate mastery of |erase boards, or lined paper |
| | |correctly. |the five new high frequency words. | |
| |(Continue word wall routine weekly | | | |
| |throughout the year.) | | | |
| |Star of the Day | | | |
| |Repeat routine for a new star of the | | | |
| |day. (Continue until all students | | | |
| |have been the star.) | | | |
[pic]
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Sample Practice Activity for Day 4: Be a Mind Reader
1. Review (clap snap) new words for the week
2. Students number their paper or dry erase board 1-5
3. Teacher will think of a word on the word wall and give 5 clues to that word
a. It’s one of the words on the word wall
b. It has four letters
c. It begins with /th/
d. The vowel is an e
e. It finishes the sentence: I gave my books to _____.
4. After each clue, students write down their guess. They may revise their guess after each clue.
5. The answer is revealed and the clues are checked.
Student Accountability in Literacy Work Centers
Decide on how your students will keep track of their work in literacy centers. (Work folders, learning logs, response journals, etc.)
Accountability at literacy work centers can be determined from student’s work products, discussion participation, and teacher anecdotal notes.
Student accountability work products should be adjusted throughout the year as students learn and internalize new skills and strategies.
Model and discuss these expectations.
Thoughts That Come to Mind When I Predict
• I think…
• Oh no!
• I predict that…
• I wonder if…
• I know what’s going to happen!
What Do Readers Do…?
• Check the picture
What Do Readers Do…?
• Check the picture
Thoughts That Come to Mind When I Predict
• I think…
• Oh no!
• I predict that…
• I wonder if…
• I know what’s going to happen!
What Do Readers Do…?
• Check the picture
Thoughts That Come to Mind When I Predict
• I think…
• Oh no!
• I predict that…
• I wonder if…
• I know what’s going to happen!
Explicit Routine for Adding Word Wall Words
(Every Monday)
1. Have students number their paper 1-5
2. Identify the word, say it, have students repeat.
3. Discuss the word meaning and use in a sentence.
4. Say the word again, and have students repeat.
5. Model how to snap the vowels and clap the consonants.
6. Snap Clap the word together.
7. Have students identify where the word will be placed on the word wall and why.
8. Add the word to the word wall.
9. Students write the word on their paper and check it on the word wall.
10. Repeat for each word.
What Do Readers Do…?
• Check the picture
Thoughts That Come to Mind When I Predict
• I think…
• Oh no!
• I predict that…
• I wonder if…
• I know what’s going to happen!
What Do Readers Do…?
• Check the picture
• Get your mouth ready
Thoughts That Come to Mind When I Retell
• The book is mainly about…
• The big ideas in this book were…
• I learned…
What Do Readers Do…?
• Check the picture
• Get your mouth ready
What Do Readers Do…?
• Check the picture
• Get your mouth ready
Thoughts That Come to Mind When I Retell
• The book is mainly about…
• The big ideas in this book were…
• I learned…
What Do Readers Do…?
• Check the picture
• Get your mouth ready
Thoughts That Come to Mind When I Retell
• The book is mainly about…
• The big ideas in this book were…
• I learned…
What Do Readers Do…?
• Check the picture
• Get your mouth ready
• Think, “Does that make sense?”
Sentence Leads For Reading Response Journals
o I think…
o In the story…
o I learned…
What Do Readers Do…?
• Check the picture
• Get your mouth ready
• Think, “Does that make sense?”
What Do Readers Do…?
• Check the picture
• Get your mouth ready
• Think, “Does that make sense?”
What Do Readers Do…?
• Check the picture
• Get your mouth ready
• Think, “Does that make sense?”
• Go back and reread
Things to Consider:
1. How will students organize their work from
literacy centers?
2. Where will completed products be placed?
3. Will students turn in every work product?
4. What will students do with incomplete work?
Remember these Guiding Statements:
Our literacy centers are organized in a specific way to help us do our best learning and thinking.
We are all responsible for taking care of our literacy centers.
Students will learn how to maintain, use, share, clean up and manage materials appropriately in literacy centers.
Sentence Leads For Reading Response Journals
o I think…
o In the story…
o I learned…
Choosing a “Just Right” Book
• The book is interesting.
• I can learn from the book
• I can read most of the words.
• I may have read it before.
“Thinking and Talking with a Partner”
• Partners use quiet voices
• Partners take turns talking
• Partners listen to one another
• Partners respect each other’s thinking
Sentence Leads For Reading Response Journals
o I think…
o In the story…
o I learned…
Sentence Leads For Reading Response Journals
o I think…
o In the story…
o I learned…
Sample Practice Activity for Day 2: Rhyme Time
1. Review (clap snap) new words for the week
2. Students number their paper or dry erase board 1-5
3. Teacher gives a word clue and the students write the word wall word that rhymes with the word you give.
a. Number one begins with a t and rhymes with walk
b. Number two begins with /m/ and rhymes with by
c. Number three begins with an l and rhymes with bike
d. Number four begins with /g/ and rhymes with stood
e. Number five begins with an s and rhymes with head
Sample Practice Activity for Day 3: Fill in the Sentence (Cross Checking)
1. Review (clap snap) new words for the week
2. Students number their paper or dry erase board 1-5
3. Students write the word that fills in the sentence the teacher says
a. The first word begins with a t and fits in the sentence-Carlos like to ___ on the telephone.
Sample Practice Activity for Day 5: Assessment
1. Review (clap snap) new words for the week
2. Students number their paper or dry erase board 1-5 for their spelling check
3. Say a word, put it in a sentence, have the students write the word.
4. Check assessments to provide immediate and corrective feedback as well as additional practice opportunities for words misspelled.
[pic]
Star of the Day Interview Questions
1. What is your favorite food?
2. What is your favorite hobby?
3. What is your favorite color?
Getting Ready for Star of the Day
1. Gather students on the carpet in front of the chart paper.
2. Explain that everyday we will celebrate and get to know one special student, the star of the day. Show the craft sticks, write each student’s name on a stick (or prepare ahead of time) and explain how we will use the sticks to randomly choose the star each day.
3. Tell students that we will interview the star, or ask them questions that they will answer. Together, we will write down their answers on our chart paper. Sometimes the teacher will write, and sometimes students will come up to the chart to write.
4. After the interview, students will get to write a letter to the star of the day using pictures and words. The letters will be collected and bound together in a special book for the star of the day. The star will get to make the cover for their book. Show students the special writing paper with a place for words and a place for a picture of the star.
5. After explaining the routine, brainstorm and record a list of questions for the interview on chart paper. As a class, decide on the three best questions that all students will answer during their interview. Record these questions on a separate chart.
****This is a good stopping point for the first day. Tell students that tomorrow, you will choose and interview the very first star of the day.
Thoughts That Come to Mind When I Retell
• The book is mainly about…
• The big ideas in this book were…
• I learned…
Star of the Day Instructional Routine
1. Gather students on the carpet in front of the chart.
2. Pull a name from the jar to choose the star of the day.
3. Model drawing a picture of the student, adding labels and details to the picture.
4. Ask the student the interview questions established the day before. Require students to answer in complete sentences (support as needed).
5. Record the student answers in complete sentences on chart paper (see sample on right). This will begin as a modeled writing, but quickly transition to shared and interactive writing as the week progresses. Call students to help write letters or words on the chart. Students who are watching my trace the letter or word on the carpet or in the air to remain actively engaged.
6. After the interactive writing, give students paper to draw a picture and write their letter to the star of the day. Give the star a blank piece of paper to make the cover for their book. Students may use information they learned from the interview in their writing (i.e. “I like pizza, too), but may not copy the chart.
7. As students write, circulate to conduct writing conferences with students. Encourage students to write the sounds they hear, and use resources such as the word wall and the star chart as opposed to spelling words for them.
8. Allow time for one or two students to share their letter. Mark student accomplishments to encourage others to try the same skills. (i.e. “I like how you added detail to your picture so we can really tell that it is Monica.)
9. Collect all letters and staple or bind into a book for the star.
10. Post the chart paper in the room. Continue to post future charts.
Monica is the Star of the day.
Her favorite food is pizza.
Her favorite sport is baseball.
Her favorite color is red.
Syllabication
Name: Monica
Say the name, clapping the syllables as you say it.
Say the name again and have the children clap with you.
Count the letters in a name
Say the letters of the name.
Have the Ss chant them with you.
Point out that Monica begins with the letter M.
It is bigger than the other letters because it is a capital letter.
The other letters are smaller letters and we call them lowercase letters.
Cheer
Let the Ss lead a cheer with his/her name.
Give me an m-, etc.
What have you got? Monica
Additional Star of the Day Activities:
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