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Literacy Lesson Plan NotebookShannon KellyDr. CrickmerEducation 310December 6, 2011Table of ContentsIntroduction…………………………………………………………………………3-7Websites & Reviews……………………………………………………………….8-10Classroom 1……………………………………………………………………….11-24Kindergarten………………………………………………………………12-15 First Grade ………………………………………………………………..16-19Second Grade……………………………………………………………..20-23Workstations………………………………………………………………25-35Word StudyEmergent Speller Stage………………………………………………..…36-40Classroom 2…………………………………………………………………..….41-56Third Grade…………………………………………………………..….42-46Fourth Grade…………………………………………………………….47-50Fifth Grade………………………………………………………….…...51-54Classroom 3………………………………………………………………….….57-68Sixth Grade………………………………………………………….….58-60Seventh Grade…………………………………………………….….…61-63Eighth Grade……………………………………………………….…...64-66AppendixSOLsStrategy PostersClass NotesPrevious Assignments*Note: Handouts for students and extra assistance for ELLs with be placed with the coinciding grade and classroom.IntroductionI believe that since students are at different stages of development teachers must learn how to plan instruction in a variety of ways in order to reach each student. Children can be taught in two ways, direct or explicit instruction, in which a teacher models the strategy or lesson for the students or student-centered instruction, where the students learn through participating in different activities. A mixture of both, student-centered instruction and explicit instruction, is critical for the classroom, especially when attempting to reach each child at their own unique developmental level. Students need to be given adequate time to practice a new skill or strategy on their own after being given the necessary tools. Literacy development is a continuous, ongoing process. The first stage of literacy development is oral language and involves more listening and speaking, and then slowly builds up to reading and writing. In order for a student to begin reading they must be able to decode, or figure out the pronunciation of words and determine their meaning, then they can begin to construct meaning behind the text and comprehend the author’s meaning. It is very important that we begin reading to children at an early age so that they can begin to develop an understanding of literacy and develop phonemic awareness in order to become fluent readers. Teachers must first draw on students’ prior knowledge because students can only learn new information by relating it to that which they already know. There are five stages of literacy development. The first stage is Early Emergent Literacy which includes oral language and writing by scribbling or drawing. The second stage is Emergent Literacy this is when the child begins to develop language patterns and recognize letters or words. Stage three is Beginning Reading and Writing, during this stage writing can be understood and oral language is expanded. The fourth stage consists of Almost Fluent Reading and writing this is when the child begins to read silently and vocabulary expands. Lastly, Fluent Reading and Writing consists of all areas of literacy being intact and the student being able to recognize words automatically and rapidly. There is no definite start and finish of a stage, these stages overlap as students’ progress. In order to be an effective literacy teacher there are numerous instruction strategies that can be used. Some of these effective literacy instructions are: phonemic awareness, fluency instruction, vocabulary, comprehension, clarity of purpose and timing, constant use of data, grouping and independent activities, alignment of standards, time spent on reading, and making an intellectual challenge for all. These strategies will be implemented into each of my lesson plans in order to ensure each topic is covered at appropriate times giving each student an opportunity to succeed. It is important that students are allowed time to read and write independently so that they can develop and improve their skills and help spark their creativity and individuality. Core instruction involves six blocks: Daily Independent Reading, Daily Independent Writing, Reading: Learning Skills and Strategies, Reading: Application of Skills and Strategies, Writing: Learning to Write, and Writing: Developmentally Appropriate Writing. Teachers should implement all areas of literacy instruction to reach students at each developmental level, and also leave a block open for intervention allowing specialized help for struggling students. This is the model that was followed throughout my lesson plans.There are three main structures when developing a standards-based literacy lesson. First, the literacy lesson involves both reading and writing. I will start the lesson by introducing a text to activate students’ prior knowledge and develop their purposes for reading. Next, students read and respond to the text; this can be done by making predictions and answering questions to make sure students understand what they have read. Finally, I will extend the text by relating it to other content areas and real-life experiences (Cooper, p. 28-29). The second standards-based literacy lesson is the minilesson. Minilessons are used after observing students reactions to a text and are typically planned out thoroughly. I will introduce the text and mode while incorporating think-alouds (explain how to use a skill/strategy), then student’s model with some guided practice and conclude by summarizing and reflecting (Cooper, p. 31). Small groups are also good ideas for minilessons because it helps to differentiate students and provide an opportunity for one-on-one assistance for struggling readers. The final literacy lesson is the guided listening lesson. It is important to read-aloud to students every day because it not only demonstrates the teachers love for reading, but it also provides motivation, enjoyment, helps to develop vocabulary, models fluent reading, and teaches strategies and skills of comprehension for the students (Cooper, p. 44-45). In guided listening lessons every student can participate regardless of their reading level because the teacher models for the students and asks open-ended questions where students get an opportunity to express their feelings or thoughts about the book without being graded. There are five modes of reading: independent reading, cooperative reading, guided reading, shared reading, and read-aloud. During independent reading students read a selected reading and receive as little support from the teacher as possible. Cooperative reading involves small groups of students reading aloud to one another or reading silently to a point then stopping to make predictions or discuss what they have read. Guided reading helps students to develop fluency. As the teacher, I will introduce the text and coach the students through questioning them and leaving the floor open for discussion. Shared reading is a time when I read aloud and the students can either reread the text or respond through writing. Lastly, during the read-aloud I will read a text and follow up with a discussion (Cooper, p. 32-29). A combination of all five modes is an effective tool in providing a scaffold and releasing gradual responsibility to the students so they are not overwhelmed by literacy. There are also five modes for writing which include: independent writing, collaborative/cooperative writing, guided writing, shared writing, and write-aloud. These modes closely parallel the modes for reading and apply the same concepts. In independent writing the students receives as little help from the teacher as possible. Students, at all developmental levels, need experience in this mode in order to develop writing skills. Collaborative/cooperative writing involves partners or small groups taking turns writing and sharing ideas; this process helps struggling writers who are oftentimes unmotivated about writing. Guided writing gives the students an opportunity to write on their own with the teacher being available for assistance. Shared or interactive writing involves the teacher and the whole class composing a story together. This mode gives me an opportunity to model certain problem areas without pointing out individual problems (41). Finally, during the write-aloud I will write a story on the board and shares with the students his/her thought process (Cooper, p. 40-41).In order to ensure an effective literacy program teacher must use a variety of texts. Wordless texts contain a vast amount of detail and can be used for developing oral language and self-expression. Predictable texts have repeated patterns that boost children’s confidence levels and make them think of themselves as readers. These types of texts are good for beginning readers because it allows them to be excited about reading; however, it should not be overused because students will become too reliant on illustrations. Created texts can be used for students in all reading levels because students are required to use their skills but the book is easy to read. There are two types of created texts: decodable and easy-to-read. Decodable texts have a limited number of high frequency words but a high percentage of words with sound-letter relationships (Cooper, p. 51). Once students have mastered the beginning stages of reading, they can move on to easy-to-read texts. These texts help build fluency and allow the students to practice their skills using a text that is easy to decode. Lastly, authentic literature consists of a narrative (fiction/story) and expository (nonfiction/informational) books that are motivating for students and capture their attention. Authentic literature must be chosen carefully with aspects taken into consideration, such as; developmental appropriateness, literary quality, cultural and social authenticity, and most importantly student appeal. Website ReviewsSites for Teachers site provides a list of several useful websites that are beneficial for teachers. It includes lesson plans, worksheets, activities, and many more resources for teachers. This site contains any website or resources that teachers may need to ensure success in their classroom. Abc Teach: The Educator’s Online Resource website has materials for core subjects, reading comprehension, holidays and seasonal, ABC activities, interactives, audio and video, activities for PreK/ Early Childhood and Middle School, homeschoolers and parents, clip art, special needs, theme units, fun activities, and accommodations for ELLs. This site also includes sample lesson plans and many printable graphic organizers. It is useful in all areas of the curriculum—including math, science, and language arts. On this site teachers can collaborate with one another and interact to discuss what is working best for their students. Random House’s Teachers’ Resource Center website has a resource center that provides information and lists in association with programs such as Accelerated Reader. This site also comes with teachers’ guides, reading clubs, planning calendar, and many other resources. It also offers a list of books for preschool through the twelfth grade with a summary or story line for each book listed.Reading Online Online is ran and manipulated by the International Reading Association. The website offers peer review research articles and reviews written about literacy education for ages 5-18. The site provides recent information as well as a keyword search or a search of indexes listed under title, subject, or author. Kidzone website contains coloring pages, crafts, printables, and many other activities and lessons for children. Kidzone provides teachers with lesson plans, photos, and thematic units for every area of study. The materials are organized by both grade level and activity topic. This site also includes online jigsaw puzzles for children to work; this can be used during computer time at a workstation. was one of my favorite sites. I liked the idea that students work got published for everyone to see, this will encourage them to want to write and do their best. This website offers teachers a program, RealeWriters, to use in the classroom to publish student’s work-books, class made books, etc. This site encourages students to read and write because it allows for their work to be published and displayed. This site also offers the RealeLibraries which provides a place for teachers to share students work.Teaching World-Identification Skills and Strategies: A Balanced Approach site is not only for teachers but also students, and parents. The educators section offers links to teacher resources and has a section to search for support materials that correspond with the text. The student section offers activities such as review games. The family section has links for activities, homework help, libraries, and much more.Reading Rockets program is funded by a grant from the U.S. Department of Education. This website offers strategies to help children who struggle with reading, techniques for teaching reading, and links for children’s authors. The Reading Rockets program consists of multiple activities, similar to the PBS television programs and several other programs designed to help children read. This is a great program for ELLs or other struggling readers. ABC Kid Genius Kid Genius is free software for learning the Alphabet, ABC's, Numbers, Counting, Reading and Spelling using Sound, Pictures and Video Fun. This can be used by parents at home with early learning. Babies and Toddlers learn by watching auto- rotating Lessons and Flash Words. Kids, as young as 18 months, can learn to use the Keyboard, progress to typing the Alphabet and Numbers, Count, Read and learn to spell with Created Words or Free Words. ABC Kid Genius is fully functional, free-to-use educational software that is suitable for all ages. Teach Babies, Toddlers, Kindergarten Preschoolers, School Children and those wanting to learn English. This site has many tools for teaching the early stages of literacy development.Read Write Think site provides lesson plans, standard student materials, and web resources. The web resources provide other helpful websites to encourage and support learning. This website is created and maintained by the International Reading Association, and the National Council of Teachers of English, and the Verizon Foundation.Gamequarium site provides numerous interactive games for students that are fun for students of all ages. These games will keep students active and engaged in their learning. Every child likes to play games and this site allows them to play while also providing educational opportunities. This site also provides teachers with printables, lesson plans, and a library. This would be a good site to use during a computer workstation.ABC123Kindergarten site provides resources and examples for classrooms that teachers can take and use when developing a floor plan for their classroom. This site provides daily schedules for classrooms, pictures of classroom setups, and other great ideas for Kindergarten classrooms. There are also resources for centers, classroom management and much more. Free Printables for Teachers site provides many printables and worksheets for teachers to use. It contains resources for teachers to obtain new ideas for instruction. This site has comments and posts from other teachers to assist in planning and fresh lesson plan ideas. Virginia Center for Children’s Books (VCCB) site provides classroom strategies, with explicit strategy instruction which is at the core of good comprehension instruction. There is a link that provides information for Adolescent Literacy Research. It also provides a link for a glossary in English and Spanish as well as links for books, videos, and web casts. This helps accommodate for Spanish speaking monwealth of Knowledge is a site set up by James Madison University—College of Education, Virginia Board of Education, The Virginia Department of Education, and Virginia Information Providers Network. It provides links to SOLs, lesson plans, success stories, and resource links. Classroom 1—9:00 am-12:00 amGroup 1-Kindergarten-RedGroup 2-First Grade-PurpleGroup 3-Second Grade-BlueTimeDaily Independent ReadingDaily Independent WritingReading: Learning Strategies and SkillsReading: Application of Strategies and SkillsWriting: Learning to WriteWriting: Developmentally Appropriate Writing 9:00 Purple Group 2Blue Group 3Red Group 19:20Blue Group 3Purple Group 2Red Group 19:40Red Group 1Blue Group 3Purple Group 210:00Red Group 1Purple Group 2Blue Group 310:20Whole Group10:40Whole Group10:55Sharing Time11:00Red Group 1: ABC/Word Study Work Station (Bear)Purple Group 2: Listening Work StationBlue Group 3: Drama Work Station11:20Red Group 1: Drama Work StationPurple Group 2: ABC/Word Study Work StationBlue Group 3: Classroom Library Work Station11:40Red Group 1: Listening Work StationPurple Group 2: Drama Work StationBlue Group 3: ABC/Word Study Work Station11:55Sharing TimeClassroom 1—First GradeLiteracy Block: 9:00 am-12:00 amGroup 1—Red GroupThese students are in first grade reading on the Kindergarten level.Text: Green Eggs and Ham by Dr. SeussSOL: K.2—The student will expand understanding and use of word meanings. Increase listening and speaking vocabularies. K.5—The student will understand how print is organized and read. Match voice with printK.6—The student will demonstrate an understanding that print conveys meaning. K.7—The student will develop an understanding of basic phonetic principles. Demonstrate speech to print make through accurate finger-point reading in familiar text.Time9:00 amBefore ReadingActivityREADING: Learning Skills and Strategies“Today we are going to learn irregular high frequency sight words, which are words that cannot be decoded or sounded out.”-Teach irregular high frequency words : The, do, and, you-Write a sentence on the board. (Do you like green eggs and ham?)-Read the sentence aloud to the group. Ask students to read the sentence with you.-Display note cards with each of the irregular words on them. Ask each child to find the words. Match it by holding the card under it, and read the sentence aloud. (K.7)-Have students write the words. Hold up the note cards containing the words one at a time. Say “this is the word the t-h-e, now you say it and have students write it on their paper. Call up a student to write the word on the board. Repeat this step for all four words.1922145-454660Comment: Write down each child’s response in a complete sentence. This will help students see words, and the process of writing a complete sentence. Receptiveness will help students in reading the book. Activates prior knowledge by making connections. Multilevel Note: Struggling readers will receive more teacher support and guidance. Creating their own sentence allows them to activate their prior knowledge. Allow ELLs to use their native word for what they like but then explain in English.00Comment: Write down each child’s response in a complete sentence. This will help students see words, and the process of writing a complete sentence. Receptiveness will help students in reading the book. Activates prior knowledge by making connections. Multilevel Note: Struggling readers will receive more teacher support and guidance. Creating their own sentence allows them to activate their prior knowledge. Allow ELLs to use their native word for what they like but then explain in English.-Practice by dictating the sentence through teacher modeling. (“I do not like green eggs and ham. I like ______” have students fill in the blank.-Let each student read their sentence aloud to the class (K.2) (K.5).Routines/CommentsIrregular and Phonetically Unpredictable High Frequency WordsDuring Reading-Introduce the text. “Today we are going to be reading, ‘Green Eggs and Ham’ by Dr. Seuss. What are green eggs and ham? Has anyone ever eaten green eggs and ham? What do you see on the cover? We are going to take a picture walk of this book. I want you to look at the pictures to describe what you think is going to happen through the text.”-4000571120Think Aloud“When I look at the pictures in this book and by looking at the cover, I know it’s going to be about a creature trying to get a boy to try green eggs and ham. What do you think?00Think Aloud“When I look at the pictures in this book and by looking at the cover, I know it’s going to be about a creature trying to get a boy to try green eggs and ham. What do you think?-Read “Green Eggs and Ham”-Have children follow along as you read aloud. Point out all the sight words so that students can see them throughout the text (K.6). -Stop frequently to discuss the pictures and see if the students were right in their picture walk. Picture WalkRead Aloud RoutineGuided Practice with Irregular and Phonetically Unpredictable high frequency sight words-20955-1270Comment: Activates prior knowledge. Discuss how you can use the pictures to determine what the text is saying without actually reading the text. Picture walks helps when working with students who need a great deal of extra support to construct meaning. 00Comment: Activates prior knowledge. Discuss how you can use the pictures to determine what the text is saying without actually reading the text. Picture walks helps when working with students who need a great deal of extra support to construct meaning. -20955137160Multilevel Note: When describing the cover have ELLs explain what they can. Read alouds are helpful for ELLs because everyone can participate and be engaged.00Multilevel Note: When describing the cover have ELLs explain what they can. Read alouds are helpful for ELLs because everyone can participate and be engaged.After Reading-Review the sight words that appeared in the story.-Discuss the story and the main ideas, talk about their favorite part, characters, or what they learned.“In the story Sam-I-Am wants a boy to like green eggs and ham, and keeps suggesting different places that the main character might enjoy them. Finally, the boy tries them and discovers that he actually does like green eggs and ham, so he thanks Sam.(K.6)”TimeActivityRoutine9:20READING: Applications Strategies and Skills-Students will return to their desks and reread the text either independently or with a partner for fluency.-First, they will take a picture walk and look at the pictures to determine what the text is saying.-Then, they will read the book and find all the irregular and phonetically unpredictable words; they should make a list of all these words.-After they finish they can choose new books to practice the routines and strategies that were just taught. TimeActivityRoutine9:40READING: Daily Independent Reading-During this time students will choose their own books and read books on topics of interest to them.-After reading they will fill in their reading logs, putting the title of the book, the author, and the date it was read. -Students can also write what a short response or a favorite part or character in their reading logs. center0Comment: Students should read books they have chosen, but ones that are on their level.400000Comment: Students should read books they have chosen, but ones that are on their level.TimeActivityRoutine/Comments10:00 amWRITING: Daily Independent Writing-Students will write on a topic of their choice. center0Comment: Students who are unable to write can use invented spellings or write what they can. You can discuss this writing later through a conference. Multilevel Notes: Students can choose their own topic and can write what they can even if it is in their own language. Allow students to do what they can and you can discuss it later in a conference.00Comment: Students who are unable to write can use invented spellings or write what they can. You can discuss this writing later through a conference. Multilevel Notes: Students can choose their own topic and can write what they can even if it is in their own language. Allow students to do what they can and you can discuss it later in a conference.Group 2—Purple GroupThese students are reading on level. The lesson and text chosen will match their reading level.SOLs: 1.4—The student will orally identify, produce, and manipulate various units of speech sounds within words. Blend sounds to make one syllable words. 1.6—The students will apply phonetic principles to read and spell. Use two-letter consonant blends to decode and spell single syllable words. Blend beginning, middle, and ending sounds to recognize and read words.1.9—The student will read and demonstrate comprehension of a variety of fictional texts. Make and confirm predictions, setting a purpose for reading.Time ActivityRoutine/Comment9:00 amREADING: Daily Independent Reading -During this time, students will be reading books they have chosen themselves and that are of interest to them.-Student will fill out a reading log and write the title of the book(s) they have read and write a response to their reading or their favorite parts. center0Comment: Students can read books on their own level. The books will be on their level, and for ELLs there could be books in their own language.4000020000Comment: Students can read books on their own level. The books will be on their level, and for ELLs there could be books in their own language.TimeActivityRoutines9:20 amAwarenessSegmentationAssociationReadingSpellingREADING: Learning Skills and StrategiesTeach students the blend st. Remind students that in blends both letter sounds are heard.-“Today we are going to learn to read and spell words with the st blend. Listen to each word I say; raise your hand when you hear the st sound. (stomp, first, stay, fist, twist).”-If students respond correctly, move on to the next step. If students do not respond correct, provide more instruction in phonics.-Model the /s/ and /t/ sounds separately then model blending them together “/s/ /t/=/st/” (1.4)-“You can hear the /st/ blend in the beginning, middle, or end of words. Listen to these words and tell me if you hear the /st/ sounds at the beginning, end, or middle of the word. (cast, story, pastor, pasture, last, start, master). -“Now we are going to look at the letters that form the /st/ blend.” Write st on the board. Ask students to tell you what the letters are. -“Today you’re going to meet a special character to help you remember the st bend.” Show the poster of Student Stanley. Repeat this two or three time.- Ask students to think of other examples of words with the /st/ blends in it. -Model a few words with the /st/ blend. Write the words on the board and model decoding and swiping your finger across the board under the word. (Stan, stands, start, state, student, store, stick, stopped).-Have students come up to the board and model sequential decoding, moving their hand under the word to show the direction of reading and assess their concept of print. -Print a few sentences on the board containing words with the /st/ blend. (Stan stands at the start line for the race. Stan is a student in this state. Stan ran by a store, tripped over a stick, and stopped the race.) (1.6) Guide individual students to read he sentences.-“Now we are going to practice spelling words with the /st/ blend.” Say the word stop slowly (s-t-o-p). “We have already learned the op family. Modeling spelling words with the /st/ blend.-“I want you to write the letters for each word I say (stay, last, stone).” Create a word wall using these words.Explicit Phonics Routinecenter0Multilevel Note: Give ELLs the handout of /st/ blends so they can have a visual and can relate the picture to prior knowledge.400000Multilevel Note: Give ELLs the handout of /st/ blends so they can have a visual and can relate the picture to prior knowledge.Word WallBefore ReadingDuring ReadingAfter Reading-Preview the cover A Puppy for Upton and allow students to make predictions about what they think will happen in the story. -Model making predictions for the students. 45720-1270Think Aloud:“When I look at the cover and read the title, I think this story is going to be about a boy who gets a new puppy. Maybe it is for a present. Let’s read to find out”00Think Aloud:“When I look at the cover and read the title, I think this story is going to be about a boy who gets a new puppy. Maybe it is for a present. Let’s read to find out”Write down all student predictions on the board. (1.9)-Take turns within the group reading the text aloud. Each student reads a page aloud. Throughout the text note the st word blends.-Stop frequently and allow students to change or add to their predictions. Make changes to the list of predictions as students change their predictions.-Discuss the main elements of the story and reread students’ predictions. Review the list to see which predictions were correct. (1.9)Preview and PredictCooperative Decodable Text Reading762073660Comment: Making predictions sets a purpose for reading and activates prior knowledge. We are reviewing the strategy of Preview and Predict. The students have already learned the strategy; I am just giving them extra practice with the strategy using an explicit minilesson.400000Comment: Making predictions sets a purpose for reading and activates prior knowledge. We are reviewing the strategy of Preview and Predict. The students have already learned the strategy; I am just giving them extra practice with the strategy using an explicit minilesson.TimeActivityRoutine/Comment9:40 amREADING: Application of Strategies and Skills-The students will work independently or with a partner to reread the book ____________. -The students will practice by making a list of st words that they find in the text. They students will also use the preview and predict strategy that they just learned throughout their reading.-There will be more books for students to practice with that the class has already previously read.center0Comment: The book chosen will be on the students reading level. Every student will be able to read the text.Multilevel Note: ELLs and other struggling readers can read with a partner who is fluent for extra support.4000020000Comment: The book chosen will be on the students reading level. Every student will be able to read the text.Multilevel Note: ELLs and other struggling readers can read with a partner who is fluent for extra support.Time ActivityRoutine/Comments10:00WRITING: Daily Independent Writing-During this stage students will write anything of their choice.-Students who are unable to write very well can invent their own spellings, but they have to write something. center0Comment: Students write in their journals. They can explain their writing in a teacher conference. Multilevel Note: Students can write about topics for which they have prior knowledge.4000020000Comment: Students write in their journals. They can explain their writing in a teacher conference. Multilevel Note: Students can write about topics for which they have prior knowledge.Group 3—Blue GroupThese students are reading above level (they are on a 2nd grade reading level) and the text chosen for them will be on their level.Text: Swimmy by Leo LionniSOLs: 2.4—The student will orally identify, produce, and manipulate various units of speech sounds within words. Add or delete phonemes to make words.2.7—The student will expand vocabulary when reading. Use knowledge of prefixes and suffixes.2.8—The student will read and demonstrate comprehension of fictional texts. Make and confirm predictions, describe characters, setting, and important events, identify the problem and solution.Group 3: Those who are reading above grade level will be working on Daily Independent Writing. In this block students choose their own topics. They will write in their journals and I will periodically give them feedback on articles they choose for me to read. Time ActivityRoutine/Comments9:00 amWRITING: Daily Independent Writing-Students will write in their journals on topics of their choice. They will write on the topic of their choice on their ability level. -304802170430Multilevel Note: Since students get to choose their own writing topics in this portion of the lesson they will be able to write on their own level, and a topic on which they possess prior knowledge.020000Multilevel Note: Since students get to choose their own writing topics in this portion of the lesson they will be able to write on their own level, and a topic on which they possess prior knowledge.-30480-1270Comment: These students will be writing in their journals something of their choice, this can be a response to something they have read or a story, poem, or anything they have created themselves. This can be a way students can express themselves and teachers can get to know the students better and find out their interests as to accommodate for every student. 00Comment: These students will be writing in their journals something of their choice, this can be a response to something they have read or a story, poem, or anything they have created themselves. This can be a way students can express themselves and teachers can get to know the students better and find out their interests as to accommodate for every student. TimeActivityRoutine/Comments9:20 amREADING: Daily Independent Reading-During this stage students will be reading books that they have selected themselves and that are on their reading levels. -After reading students will fill out their Reading Logs and write a short response and their favorite part or characters of their books.3429070485Comment: Since students choose their own books, they will be interested in their topic and will encourage them to keep reading. This motivates students to want to read more books, and helps them to develop fluency.400000Comment: Since students choose their own books, they will be interested in their topic and will encourage them to keep reading. This motivates students to want to read more books, and helps them to develop fluency.Time9:40 amBefore ReadingDuring ReadingAfter ReadingActivityREADING: Learning Strategies and Skills-Teach the –ed inflated ending that changes words to the past tense. “Today we are going to learn how to change words to the past tense, which means the action has already happened. You already use these words daily in your oral language.”-Model for students by telling them something that happened yesterday or something in the past.“Today you will learn about the past tense, yesterday you learned about the present tense. (Write this sentence on the board). What did I need to add to make learn in the past tense? Yesterday I learned. In order to make learn—learned, I had to add the suffix –ed. The –ed suffix is an inflectional ending and can be used with other words to make the past tense of verbs.-Write more words on the board and ask students how to make them past tense.-Explain spelling rules: “When you have a word that ends in e, such as bake, you drop the final e before adding ed. (2.7) (2.4)-“First I want us to take a minute and look through the book. Think about any connections you can make to the text. There are three different kinds of connections you can make. Text-to-text is where you make connections between books that you have read. Text-to-self is where you make connections of the text to your own experiences. Text-to-world is where you make connections to what you know about the world around you. As we read you can adjust your connections to go along with the text.”-20955117475Think Aloud“As I look through the book, I see a fish swimming through the ocean. I remember seeing fish on my family vacation last summer. There were a lot of different fish at the ocean maybe we’re going to learn about a lot different fish in this text.”00Think Aloud“As I look through the book, I see a fish swimming through the ocean. I remember seeing fish on my family vacation last summer. There were a lot of different fish at the ocean maybe we’re going to learn about a lot different fish in this text.”-Have the Making Connections poster displayed so students can see it, and go over it so students will remember what they are looking for.-“Now we’re going begin reading the story, “Swimmy.” Every time you hear or see a word with the -ed suffix, I want you to raise your hand.” 218694027305Comment: As students are reading aloud, listen to them read and check for understanding of the –ed words and for fluency.4000020000Comment: As students are reading aloud, listen to them read and check for understanding of the –ed words and for fluency.-Begin with choral reading, then allow students to read independently when you think they are ready, but have them make a list to later recall all the –ed words (lived, swallowed, escaped, scared, walked, pulled, looked, learned, chased ). 218122530480Comment: Review the story and sum up the main ideas to pull the story together.400000Comment: Review the story and sum up the main ideas to pull the story together.-Discuss the story and have students tell you the main ideas of the story. - “Swimmy was a little fish in the big ocean. When a big fish came along and swallowed up his friends, he was alone and afraid. He was swimming along enjoying the marvels of his undersea world when he came upon another school of fish just like him. Swimmy had to find a way to protect himself and his new friends.”-Have you ever felt like Swimmy and been scared of alone? What did you do about it?-“Today we learned the suffix –ed. You use the –ed inflectional ending to make the word past tense.Routine/CommentSuffixes (-ed inflectional ending)1714564770Comment: Make sure students understand that the –ed suffix makes the sound /d/ (favored), the /t/ (baked), and the /ed/ (hunted) sounds. You cannot add an –ed to every word in order to make it past tense. Some words must be changed (Today I swim, yesterday I swam). This lesson will just focus on the –ed ending.400000Comment: Make sure students understand that the –ed suffix makes the sound /d/ (favored), the /t/ (baked), and the /ed/ (hunted) sounds. You cannot add an –ed to every word in order to make it past tense. Some words must be changed (Today I swim, yesterday I swam). This lesson will just focus on the –ed ending.center0Multilevel Note: For ELLs give them more opportunities to practice and scaffold. Give them sentences and have them fill in the words if they are struggling. For example, if I walk today, then yesterday I ______. Continue until students fully understand and are able to complete the exercise on their own.4000020000Multilevel Note: For ELLs give them more opportunities to practice and scaffold. Give them sentences and have them fill in the words if they are struggling. For example, if I walk today, then yesterday I ______. Continue until students fully understand and are able to complete the exercise on their own.Making Connectionscenter0Comment: Students will be practicing a comprehension skill of making connections that they have previously learned. This will give them more practice through explicit teacher modeling.4000020000Comment: Students will be practicing a comprehension skill of making connections that they have previously learned. This will give them more practice through explicit teacher modeling.TimeActivityRoutine/Comments10:00 amREADING: Application of Strategies and Skills-Have students reread the story Swimmy, for fluency, either independently or with a partner, and have them review all the –ed inflectional ending words. -Students will use the making connections strategy and review the poster. Whole GroupTime ActivityRoutine/Comments10:20 am10:40 am10:55 amWRITING: Learning to Write-Teach beginning sentences with capital letters and ending punctuation. “Today we are going to learn how to properly write sentences.”Model writing complete and proper sentences for students. Write this on the board.center0Think Aloud:Write the sentence, The dog fetched the stick. We always begin a sentence with a capital letter. We write our complete thought, and end it with a punctuation mark (period, question mark, exclamation mark, etc.)”00Think Aloud:Write the sentence, The dog fetched the stick. We always begin a sentence with a capital letter. We write our complete thought, and end it with a punctuation mark (period, question mark, exclamation mark, etc.)”-Give students handwriting paper-Write a sentence on the board model it by beginning the sentence with a capital letter and ending it with the correct punctuation. -Practice writing a few sentences more sentences on the board. Ask the students to create their own sentences, and call on different volunteers and have them walk you through writing a complete sentence while you write it on the board. WRITING: Developmentally Appropriate Writing.-Students will be given more writing paper. -Students will write sentences or a short story on topics of their choice.-Reinforce that each sentence needs to begin with a capital letter and end with a punctuation mark.-During this time students will have sharing time during which they will discuss with the class what they learned. I will call on about 3 students and let them share with the class what they learned for the day during their group work.-6286512065Comment: Students will understand that sentences begin with a capital letter and end with a punctuation mark. The sentence has incorporated all the lessons different groups learned today. Irregular and unpredictable high frequency words (the), words with the /st/ blend (stick), and –ed inflectional ending (fetched).Multilevel Note: ELLs can work with a partner who is fluent in English, or receive more guided support from the teacher.00Comment: Students will understand that sentences begin with a capital letter and end with a punctuation mark. The sentence has incorporated all the lessons different groups learned today. Irregular and unpredictable high frequency words (the), words with the /st/ blend (stick), and –ed inflectional ending (fetched).Multilevel Note: ELLs can work with a partner who is fluent in English, or receive more guided support from the teacher.-34290118110Comment: I will walk around the room to check students’ progressMultilevel Note: ELLs will be allowed to work with a partner who is fluent in English.00Comment: I will walk around the room to check students’ progressMultilevel Note: ELLs will be allowed to work with a partner who is fluent in English.Workstations—11:00 am-11:55amWorkstation 1: ABC/Word Study Work Station -Students can sort letters. Students can sort letters in categories such as those that have a stick, a circle, a dot, a hump, a hook (tail), or a slant. Students can start out with foam magnetic letters to feel the shapes, and then move them on to letters printed on note cards.-Teacher Models: Use magnetic or foam letters. Students can feel the features of the letters. Begin my sorting letters by colors (start off easy, then gradually do harder tasks). Tell students to find all the red letter, all the blue letters, and so on. Then move on to sorting letters with sticks or letters with circles or letters with dots. As students develop further teach them the letter names. Use the letter sort cards.-Students can make letters. During this time students can practice writing their letters. Provide large paper for students along with a variety of pencils, markers, chalk, crayons, etc. Students will learn how to visually make the letters. Students can also use Wikki Sticks or play dough to make their letters. -Teacher models: “When forming letters strokes go from top to bottom, then from left to right.” Always use explicit teacher modeling with letter formation anytime writing in front of the class. Students can trace letters on letter cards.”-Students can do ABC puzzles. These puzzles help students recognize the order for the alphabet, as well as help them learn the visual features of the letters. -Teacher models: Do a puzzle with the students and show them how to put all the pieces back in the bag. “It’s no fun to word puzzles when you don’t have all the pieces!” -Students can read ABC books. There are a variety of ABC books. In Kindergarten, each book depicts one letter, picture, and word on each page. As you advance in grades, have books that are more advanced. - Teacher Models: Read some simple ABC books aloud. Begin with those who have a picture, a letter, and one word on each page. Show students how to point to letters and to the word on each page. As students advance in literacy, use more complex books. If students are unable to read every word, model for children how to read the known letter, name the pictures, and say something about the page. -Students can write ABC books. Provide students with blank pages. Let students add drawings or stickers to match the beginning sounds on each page. It is possible to have a class book and give each child a page with a letter for and allow them to illustrate their page.- Teacher models how to write ABC books. Write a few pages of the book with the students. Ask them for words that begin with the letter you are working on. You can use students’ names and familiar animals, places etc. For example, Alan bought an alligator from Abingdon. Ben bought a bear from Bristol. Cindy bought a cat from Chilhowie. -Reading ABC charts. Have a large ABC chart in the classroom. This is the same ABC chart used during shared reading. There will be a smaller ABC chart in the work station so that students can practice reading. Students can match magnetic letters with the letters on the chart and name the letters. -Teacher Models: Read a large ABC chart with students in a classroom during shared reading time. Demonstrate to children how to point to each letter, word, and picture while reading together. This chart will also be used to help find vocabulary and spelling words as students write with you. “There will be small copies of these charts at your ABC workstation for you to use to practice reading.” Model for children how to read the chart, sing the chart, and match letters to it. -Students can sort words. Students will learn how words are put together. Provide students with words on cards for them to sort in a variety of ways. They can sort the words based on the number of letters, number of syllables, initial sound, ending sound, vowel patterns, short a, long e, animals, colors, people, or part of speech.-Teacher Models: Model sorting beginning with picture cards and show them how to sort by the first sound of each picture. For example, “snake, six, spoon, scissors all start with the same ssss so we’ll put all those together. Leaf, lettuce, letter, leg all start with the same llll, we we’ll put those together. Cat, cup, cookie, candle all start with the same cccc, we’ll put those together too.” Show students how to sort these pictures and read the picture that all start with the same sound. Then help students sort words. Start with words that students are familiar with and can recognize quickly. Have them sort the words based on the number of letters, number of syllables, initial sound, ending sound, vowel patterns, short a, long e, animals, colors, people, or part of speech. Have them sort and read the words the same way as students did before with the pictures. For older students, have them make a list on paper and separate each column. -Students can make words. Provide students with magnetic letters, letter tiles, pasta letters, letter cards, etc. This will allow students to see how words work. -Teacher Models: Model for students using magnetic letters. Create words using common sight words. Have students model making words by putting letters together. Start with words students are familiar with or have them match the letters to create words out of a book.- Students can illustrate words. Students can investigate word meaning by illustrating words in books, on cards, or on bulletin boards to display. Provide students with a dictionary to start off, or allow them to make their own picture dictionary.-Teacher Models: Students can use the context in books, or the illustrations to determine what a word means. Show them how to create their own picture dictionary based on what the word means. -Students can do word hunts. Students look in books that they are familiar with and find words that have a particular feature, for example the long e sound, or the long a sound. Then students copy those words onto word hunt sheets.-Teacher Models: After children do word hunts they are to sort the words. Have students look in familiar books that they can already read fluently to find words with a particular feature. Show students how to find rhyming words, words that end in –ed, or words that have the same initial sounds as door. Give them the grid for them to copy each word on. After children have filled out their word hunt sheets, they will meet in small groups and cut their words out and sort their words together. Words will be stored in envelopes with the students’ groups’ names on them. They can use these words to practice at their ABC/word study station. -Students can put words in ABC order. Word walls will be arranged in alphabetical order. Children can take words on and off of the word wall to practice learning the order of the alphabet. They can also put the names of children in the class in ABC order. -Teacher Models: Have a list of words displayed on the board. Model for students how to put words in alphabetical order based on the first letter. Show them that if the first letter is the same in a few words go on to the next letter. Show students how to put words in ABC order; you can start with students names in the class. For example, Alea, Alex, Bret, Devon, etc.-Students can play word games. Games such as Boggle Jr. or Scrabble Jr. as well as any teacher-made games can be played during this time.-Teacher Models: There are many word games you can play with students that can be taught to the whole class. Games such as Hangman, Bingo, or Wordo can be played involving the whole class. Other games, such as Memory or Concentration are better taught in small groups. Explicitly model how to play each game, and go over the rules and directions before placing the game in the workstation.-Students can do dictionary/thesaurus work. Students need to learn to check the spelling, meaning, and punctuation of words. Tasks should be purposeful so that students will be able to choose better words during writing. -Teacher Models: Model for students how to use a dictionary when reading aloud to the class when you come across an unfamiliar word. Show student that words are placed alphabetically in the dictionary and you can find the punctuation as well as the meaning. During writing instruction, show students how to use a dictionary to look up spellings of unfamiliar words. Also use a thesaurus to look up words that will fit better in sentences. The more you model these steps for children, and the more children see you using these resources, the more likely students will be to use ment: Work station procedures and expectations have already been modeled for students. They know how each station works and how to clean up each station. It has been explicitly modeled what students are to do in each station. Everything in each workstation has a container with labels and a picture so that children know where everything belongs. Group 1: Kindergarten level (These students will be completing Bears’ Word Study Work Station).Purpose: These students will learn the visual features of letters to assist in letter identification, and will be able to identify each letter automatically.Materials: Magnetic letters, letter sorting cards, alphabet feature Bingo game, play dough.I Can List: Use letter sorting cards, make letters with play dough, or play Alphabet ment: This list will be made with the students. Students will have an opportunity to help with the brainstorming when deciding what they are able to do in each station.Group 2: First Grade levelPurpose: Recognize and spell high-frequency words correctly. Materials: word wall words, magnetic area for sorting, magnetic letters, dry-erase board and markers, letter stamps and stamp pad, blank paper, paper for recording word sorts, pencilsI Can List: Stamp and read word wall words, make and read word wall words with magnetic letters, sort words and record my sort on list paper, and find, read, and write word wall words from my books.Group 3: Second Grade LevelPurpose: Write with more proficient spelling of inflectional endings, including plurals and tenses. Learn to use a dictionary to build word meanings and to confirm pronunciation of words.Materials: word wall words, word hunt sheets, scissors, pencils, and envelopes (for cutting apart word hunt sheets and sorting word cards), familiar books for word hunts, early dictionaries, word study notebook for each child.I Can List: Sort word wall words with endings, hunt for words that end in –s, -es, and –ies in my books, write words I find on my word hunt sheets, sort words on my word hunt sheets, record my sorts on list paper and write what I learned from doing this sort, use the dictionary to look up words from my reading and/or writing, and record what I found out in the dictionary in my word study ment: In order to differentiate for each student there will be color-coded baskets with materials for each level. Students will also be working on word sorts for emergent spellers/readers during this workstation. Workstation 2: Classroom LibraryComment: In the classroom library students are to browse books and read or “pretend to read” which ever they are able to do. This workstation allows students to share their favorite books or parts of books with one another. All teacher modeling has already been done and the students know what is expected of them. The following is a list of what students can do in the workstation, and what has already been modeled for the students. -Students can read information from an “author study poster” created by the class. In the classroom, we will have a featured author each week. Students will use what they know about authors they are studying to read and understand books in classroom library. If they find some new information about the author, they can add it to the chart. These books will be labeled in the basket title “Books By: Author’s name.”-Teacher Models: An author will be introduced each week. The author will be introduced by the teacher each Monday. We will read information about the weeks featured author. The class will make an author chart, and it will be modeled how to fill out the chart if the students find new information about the author. We will read aloud a book written by the author, and talk about the writing style.-Students can use a “How to Choose a Book” chart to choose books. This chart will be formed by the teacher with the help of the students so they will know which books are “just right” for them.-Teacher Models: When choosing a book, students need to be able to read most of the words in the book that they choose. Show them how to look at the front cover to consider whether they will like the topic. Model for students how to use the “five-finger” test, put up one finger for each hard word. If they find more than five hard words on a page, the book is too hard for them and they should choose another book. Use a think-aloud, “I chose this book because I liked the pictures on the cover. I looked through the book and liked the illustrations and thought it looked funny. I tried to read the words on the first page and I can read most of them.” Show students that they can reread books that have been read aloud to them during class. Make a list together with the class on how to choose a book. 1. Choose the author you like. 2. Choose a book the teacher read aloud. 3. Choose a book in a series you are reading. 4. Look at the picture on the cover. Read the title. Ask yourself, “does it look interesting?” 5. Look at the first page. Try to read the words. Is it too easy? Too hard? Just right? 6. Look at another page in the book. Can you read most of the words? 7. Use the five-finger test. Put up a finger for each hard word. If you have more than five fingers up on the first page, the book is probably too hard. 8. Choose a book with the level of books you read in your reading group.-Students can read familiar books. These books have been read to the students several times through a read aloud or listened to on a tape repeatedly at the listening station that they can read independently. When students read these books they increase fluency.-Students can read independent-level texts. This will allow students to choose books independently with student support. The teacher and student have went through this process together several times so the students knows exactly what books are on their level, and avoid teacher interruptions when working with groups.-Teacher Models: Talk with students so they know how to choose a book that is on their level. Teach students the five-finger test to see if the book is too difficult. -Students can look at pictures in a book and tell the story. This is for early readers at the Kindergarten or first grade level. This helps students develop oral language before they are able to read and write fluently. -Teacher Models: Take several picture walks with students. Explicitly model telling students the story by looking at the pictures. -Students can share favorite parts of books with a partner. When students share their favorite books they are developing oral language, developing a framework for thinking about books, and encourages other students to read the books. Students can use these conversations to develop written responses.-Teacher Models: While reading aloud to students stop periodically and tell students to turn to a partner and tell them what they are thinking about. Then let some students tell the whole group what they are thinking about. Also, allow them to ask questions or make connections to what you are reading. Keep the pace moving quickly and do not allow the students to get off topic. -Students can read books and magazines to stuffed animals. Younger children like to have an audience to read to, but it will be explicitly modeled how students are to use the stuffed animals. They are not a toy at this station!-Students can write a response to a book. These responses can be written on sticky notes or response forms.-Teacher Models the many ways students can respond to literature. After reading aloud to students write as a class about the students favorite parts. “The purpose of this writing is to tell others about the book so that they will want to read the book.” There will be a place in the classroom library where students work can be displayed.-Students can write a book review of a classroom library book. These reports will be shared with the class and will encourage others to read the same books. -Teacher Models: The same as was modeled for writing a response. -Students can write a note to a friend about a classroom library book. These will be on nice paper so that students will be motivated to write. Students can write a note about a book they enjoy. -Students can write personal connections or questions on sticky notes as a student reads a classroom library book. Students will like reading other students comments and how students make connections to books. It will be modeled for students how to make connections and how to place their sticky notes on the edge of books so they don’t cover up any words.-Students can record the name of a book read at the classroom library in an individual reading log. This will help hold students accountable for their reading. These logs will be kept in their literacy work station folder.-Teacher Models: “I always keep a personal reading log that lists books I have read.” I will show students the reading log I keep for myself. Show students that you write down the title and the author. Only record books after they have been completely finished. Allow students to make reading goals, and record their goals in their reading log.-Students can put materials back in labeled containers when finished reading. It will be modeled how to put materials back and clean up the workstation.-Teacher Models: Show students how to put books away when they are finished reading. There will be matching stickers on the containers and the books of the same level so students will be able to put books away neatly and easily. Books will be put in the baskets with the covers facing forward to make it easier for others find the book they are looking for that is of interest to ment: At the beginning of the year the class took a “field trip” to the school library. The students observe how the library was set up and that each book is labeled and placed together based on category. We then set up the classroom library together. We divided books up in categories, such as fiction and nonfiction, and then divide the books down further into smaller categories. The categories will consist of nonfiction books (animals, people, plants, and places), fictional books (author, genre, chapter books, easy-to-read books, etc.). The students then made labels for each of these categories with illustrations. Sample I Can List: Read a just right book, read a book by telling about the pictures, read a book from read-aloud, tell my partner about a book I like, write a book review about a book I just read, and write a response to a book I just read. Comment: I Can lists will be made with the students. Topics can be added to or taken away from the list as activities are changed in the work station. Multilevel Note: Several books will be provided with varying levels and topics. Books will be provided for students on each reading level and topics will be those of interest to the students. Comment: Groups 2 and 3 will be going to the Classroom Library Work Station. Group 1 will be going to the Listening Work Station because they are unable to read independently at this stage.Workstation 3— Puzzles and Games WorkstationComment: This workstation will teach students to work cooperatively and solve problems. Students can play common games, and I have modeled how to play each game. The students have written a how-to piece and the instructions were typed up and placed with the game so the students will have the rules and directions if they get stuck. At first students can work regular puzzles, then later they will be able to make their own puzzles and games. Students will get to go to this work station typically on Fridays. -Students can put a puzzle together, play a game, cooperate with my partner, count the pieces in a puzzle to be sure I have all I need, write a note if pieces are missing, make my own puzzle, make my own game. (Possible I Can List)-Teacher Models: Model for students how to take turns. If pieces are missing show them how to write a note on sticky notes exactly what is missing. Do not have too many materials at the workstation at once because students will have trouble keeping it clean. Show students which container the materials go with. If there is not a lot of space in the classroom, have students work puzzles or games at their desks. Workstation 4—Drama Work StationComment: The drama work station will help improve students reading comprehension and fluency and encouraging creative expression. In order to act out the book in the drama work station students must understand the story completely. -Students can retell a familiar book. -Teacher Models: Explicitly model for students how to retell a familiar book. Show students how to use the retelling cards and review the differences in retelling fictional and nonfictional texts, and discuss the elements that have been included in the retelling. Leave the cards at the work station for students to review. Model this for students using books that have been read several times through read alouds. Allow students to model retelling themself through guided practice. Take turns calling on students and let them model a retelling for the class.-Students can use puppets to retell a familiar book. Either the student or the teacher can make the puppets or they can be commercially made. The puppets will be kept simple so students will stay focused. The puppets will be kept in a basket in the work station.-Teacher Models: I will explicitly model what is expected of the students when using the puppets. “If you misuse the puppets or tear them up you will not have them to enjoy anymore. So handle them appropriately. If you do not follow the rules they will be removed from the work station immediately.” Limit the number of props and puppets so that students can maintain the work station. Keep switching up the puppets and props to keep students interested and engaged.-Students can use props and retell a familiar book. Have plastic toys in a box labeled with the title of the book as props for students. -Teacher Models: Same as use of puppets.-Students can use dramatic pieces to retell a familiar book. -Students can read a familiar play. These plays will be familiar for all students so everyone can read them and participate. The plays have been read several times during shared reading or guided reading. -Teacher Models: Introduce the plays to the students through shared reading. Read the plays together. Explain to students the specifics of the features of the play, such as the character box and the character names written with a colon following the name to indicate who says what. -Students can read a reader’s theater script for a familiar book. Students will read a play to an audience. Students will read with expression to convey reading, as opposed to using props. -Students read a student-authored play. After students have read several plays, have students write a play of their own as a whole class activity. Choose a familiar story to rewrite as a play, such as The Three Little Pigs. -Teacher Models: Use familiar stories to write plays together as a class. Allow the students to tell you how the play should be written after we have examined a play we read during shared reading and write down what the students say. “Remember it is crucial to write the names of the characters in the character box at the top, and follow the character’s name with a colon with the dialogue. There also needs to be a narrator so that the audience can follow the play easier and stage directions to fill in the action.” Students will be able to write their own plays during Daily Independent Writing. -Students can create and use character cards for reading a script. Three-by-five index cards can be used for children to use as character cards. Show them they can copy the characters names with the script on each card and distribute them to the actors. Students can switch parts and do the play over again. -Students can write ads for the play students will enact. Students can write ads on construction paper or dry erase boards explaining and telling about their plays. Introduce theatre words such as now showing, next performance, coming attractions, and starring to help students with spelling. -Students can audiotape a performance. This will provide a chance for students to hear their reading and self-assess their fluency. -Teacher Models: Explicitly model for students how to use a tape recorder. Show students how to record and save their ment: Before switching materials at this work station, students will have an opportunity to share their performance with the class through a short play. Multilevel Note: Allow the more proficient readers to read the text aloud, and others can aid in the retelling by reading the pictures. Have books of varied levels so every student can participate. Help students find parts in plays that are simpler to help them develop fluency. Work Station 5—Listening WorkstationComment: At this work station students will listen to an audiotape recorded by the teacher during a read aloud. The students like listening to the teachers’ voice and the other students comments. -Students will turn pages at the sound of the bell (the teacher had a student ring a bell each time she turned a page).-When students are finished listening to the tape, they will rewind it and discuss their favorite parts. -If time permits, they will write about their favorite part(s) of the ment: A variety of materials will be available for students to listen to such as, nonfiction books, magazine excerpts, newspaper articles, music, poems, and stories.I Can List: Turn the page with the beep, read along with the book, talk to my partner about the tape when we’re finished listening, draw a picture of my favorite part of the tape, write about something I learned by listening, or retell the story I heard todayTeacher Modeling: Make sure students know how to use the equipment. Do not let children use headsets because they cannot hear their own voice so they will get too noisy. Explicitly model for students how to operate the equipment and how to talk to their partner. Bear Word Study Comment: This will be used for students reading on the Kindergarten level. They will complete these activities during their Word Study Work Station.Monday: Picture Sort Introduce and demonstrate a picture sort. Begin by reading a meaningful text in the AlphaTales Series.I will introduce a picture sort. Students will be studying the initial sounds /s/ and /m/. I will model the categorization routine using picture cards and help students recognize the sound and letters they are studying. These sound categories will be established using a letter card (s and m) and key picture card (mouse and sun) that is used to repeatedly to help students develop a strong association between the beginning sound of the word and the letter that represents it. Introduce the key pictures at the bottom of the letter pages. “Do you know what this is? Yes, mouse. And here you see the beginning letter in mouse; it is m. Let’s say moues together. Listen to the sound at the beginning of mouse, mmmmouse.” Students will repeat this with me emphasizing the /m/ sound. Read and name all the pictures together. Each picture will be named and compared with the key picture to listen for sounds that are the same. The sort will be repeated several times in the circle as a group or with partner. The same process will be used with the letter /s/. The students will be shown the key picture and the letter. “Do you know what this is? Yes, sun. And here you see the beginning letter of sun is /s/. Let’s say sun together. Listen to the sound at the beginning of the word sun, sssssun.” Students will repeat this with you emphasizing the /s/. Introduce the sort by placing the key pictures on the top of the columns. Discuss each letter cards that correspond with each column. “Here is the card with the capital and lowercase letters. Where should we put the m with the picture of the mouse? What about the picture of the sun? Why do we put these cards with these letters?” Now, turn to the pictures. Go through each picture and make sure students know what each picture is. After students know what each picture is illustrating, begin sorting. “Here is a picture of the moon. Moon starts with the /m/ sound made by the letter m, so I will put it under the picture of the mouse. Moon and mouse begin with the same sound. This is a picture of socks. Ssssocks starts with the /s/ sound made by the letter s, so I will put socks under the picture of the sun.” Model a few more pictures in this way. “Now help me sort the rest of these pictures.” Students will continue to sort the pictures through guided practice and teacher support. When all pictures have been sorted, name them in columns and check for any pictures that need to be changed. “Do all of these sound alike in the beginning? Do we need to move any to another column?” This is a time to correct any errors students may have made. Students will sort the pictures again either independently, in pairs, or as a group. “Make sure you say the names of the pictures and the key letters as you make your matches.”Tuesday: Draw and Label Students sort again and extend the feature through drawing and labeling activities. Students will be encouraged to write as much of the word as they can, using invented spelling to label their drawing. Their spellings will be used to judge student progress in hearing and representing sounds. Drawing is useful for teaching emergent and letter name, initial consonant sounds. Students will be encouraged to brainstorm other words that begin with the same sounds. Students will be given blank drawing paper divided into columns and rows headed by the letter. This will show students to see where to draw, how big to draw, and how many to draw. Students will brainstorm new words that have the same initial sounds. The will illustrate the word under the correct letter, and label it with their best spelling and writing. Students are expected to spell the word study feature correctly, but they are encouraged to invent the rest of the spelling if they are unable to spell the entire word. Students can use alphabet books as a reference for ideas. SMWednesday: Cut and PasteAfter sorting again, children make judgments and extend their understanding to other examples. During this activity students will hunt through old catalogs and magazines for pictures beginning with the /s/ and /m/ initial sounds, and then cut the pictures out and paste them in the appropriate column. They then label the pictures as indicated. The same pictures that have been used for sorting can be used and pasted on the paper as well. SMThursday: Word and Picture HuntsChildren apply what they have learned as they look for more words through word hunts, word bank activities, and other tasks. Children can reread familiar nursery rhymes, books, and jingles and circle words that begin with the same /s/ and /m/ sounds they have been working with all week. Students can also look for words in alphabet books or beginning dictionaries. Be cautious of students finding blends (shoe) and explain to them that even though they start with the same letter, they may make a different sound. Nursery Rhymes—Circle the words that have the same initial sounds as /s/ and /m/.THE SEASONS Spring is showery, flowery, bowery; Summer—hoppy, croppy, poppy;Autumn—wheezy, sneezy, freezy;Winter—slippy, drippy, nippy.SING A SONG OF SIXPENCESing a song of sixpence,A pocket full of rye;Four-and-twenty blackbirdsBaked in a pie!When the pie was openedThe birds began to sing;Was not that a dainty dishTo set before the king?The king was in his counting-house,Counting out his money;The queen was in the parlor,Eating bread and honey.The maid was in the garden,Hanging out the clothes;When down came a blackbirdAnd snapped off her nose.The Letter M Song(tune of John, Jacob, Jingleheimer Schmidt)Mister Marshall M is mighty niceHe likes to play with mice?For words that start with MThe people say amen!Words like Marshall M likes to play with miceM M M M M M MThe Muffin ManDo you know the muffin man,the muffin man,the muffin man?Do you know the muffin manwho likes to sing with me?Oh, he loves the letter M,the letter M,the letter M,Oh, he loves the letter Mand likes to sing with me.Friday: Game Day and Assessment Procedure: Children will play games in which the recognition, recall, and judgment of spelling features are applied. Students will use the same picture sorts they have been working with all week. The sorts will be set up in a Bingo style game where the students match the initial sounds of pictures with the appropriate letter. Students will take turns drawing a card from the stack and calling out the picture name. Students place a marker on the corresponding square. Play continues until the card is filled up.Material: Bingo card, bingo markers, picture cardsInitial Sound BingoSsMmMmSsSsMmMmMmSsClassroom 2—8:00 am-10:30 amGroup 1-Thrid GradeGroup 2-Fourth GradeGroup 3-Fifth GradeTimeDaily Independent ReadingDaily Independent WritingReading: Learning Strategies and SkillsReading: Application Strategies and SkillsWriting: Learning to WriteWriting: Developmentally Appropriate Writing8:00Purple Group 2Blue Group 3Red Group 18:30Blue Group 3Purple Group 2Red Group 19:00Red Group 1Blue Group 3Purple Group 29:30Red Group 1Purple Group 2Blue Group 3During this time there will also be conferences with certain students who need it. 10:00Whole Group10:30Whole GroupClassroom 2—3rd-5th GradeLiteracy Block: 8:00 am—10:30 amGroup 1—Red GroupThis group reads at the third grade level, but is in a fourth grade classroom. Text: The Ugly DucklingSOLs3.1—The student will use effective communication skills in group activities. Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. Ask and respond to questions from the teachers and other group members. Explain what has been learned.3.4—The student will expand vocabulary when reading. Apply meaning clues, language structure, and phonetic strategies. Use context to clarify meaning of unfamiliar words. Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.3.5—The student will read and demonstrate comprehension of fictional text. Set a purpose for reading. Make connections between previous experiences and reading selections. Use reading strategies to monitor comprehension throughout the reading process.TimeActivityRoutine/Comment8:00 amIntroductionBefore ReadingTeacher ModelingStudent Modeling and Guided PracticeModeling monitoring through readingStudent modeling/ Guided practiceAfter readingDiscuss the StoryREADING: Learning Skills and Strategies-“Good readers monitor their understanding as they read, which means you need to stop and think while reading to be sure what you are reading makes sense to you. -Display the strategy poster.-Explain each step of the poster.“While you’re reading you need to stop and think ‘Does what I’m reading make sense to me?’ If it does not, I should reread, read ahead, look up words that I don’t know, or if I can’t figure it out on my own, I should ask someone for help. Continue to ask yourself, does this make sense to me?”-“Today, we are going to be reading the book, The Ugly Duckling. Look at the illustrations on the cover. We see an ‘ugly duckling’ looking at his reflection in the water, with prettier ducklings looking at him. Let’s predict what will happen.-“Have you ever watched a movie and missed something? What did you do? (went back and watched it again) When you realized you didn’t understand something, you were monitoring your understanding.”-Read aloud the first few pages of the story, stumbling on the word arrogant. Then stop and use the think-aloud. Write arrogant on the board.center0Teacher Think-Aloud“I’m not sure of this word (mispronounce arrogant). I don’t know how to pronounce it, and I don’t know what it means…and since I’m reading to myself, it’s okay if I don’t exactly know how to pronounce it. It seems to have something to do with the other goose thinking that the other egg wasn’t pretty enough to keep and that it wasn’t good enough. I think I’ll just read on without stopping to look up the word for now.”020000Teacher Think-Aloud“I’m not sure of this word (mispronounce arrogant). I don’t know how to pronounce it, and I don’t know what it means…and since I’m reading to myself, it’s okay if I don’t exactly know how to pronounce it. It seems to have something to do with the other goose thinking that the other egg wasn’t pretty enough to keep and that it wasn’t good enough. I think I’ll just read on without stopping to look up the word for now.”“Listen as I read aloud the next few pages. Decide if what you’re listening to makes sense. I am going to call on volunteers to model their thinking during ‘stop and think’.”-Prompt students who model the thinking aloud with questions to guide them: Were there any words you didn’t know? What did you do about it? Was there anything you would reread if you were reading this book independently? Why would you reread that part? Did you have to adjust or change your predictions as you read? Why?-“I want you to read the next four pages silently as I read them aloud.”-Model the monitoring strategy using the think-aloud.-4953031750Teacher Think-Aloud“I understand most of what I’m reading just fine. I wasn’t sure why the animals made fun of the ugly duckling or why he was such a better swimmer than his brothers and sisters. Instead of making fun of him, why doesn’t someone try to help the little duckling because he is all alone? Then I realize that it was the ugly ducklings choice to be on his own and that everyone made fun of him based on his appearance rather than his abilities so it didn’t matter that he was a better swimmer, and had special talents. But I still haven’t figured out what the word arrogant means from the first page. Maybe I should take a minute to look it up. “Arrogant means having or showing an inflated opinion of one’s own importance, merit, ability, etc; conceited; overbearingly proud.” Now I understand that the goose thought very highly of herself and looked down on the ugly duckling because she thought very highly of herself and looked down on the ugly duckling because she thought he wasn’t good or pretty enough for her.00Teacher Think-Aloud“I understand most of what I’m reading just fine. I wasn’t sure why the animals made fun of the ugly duckling or why he was such a better swimmer than his brothers and sisters. Instead of making fun of him, why doesn’t someone try to help the little duckling because he is all alone? Then I realize that it was the ugly ducklings choice to be on his own and that everyone made fun of him based on his appearance rather than his abilities so it didn’t matter that he was a better swimmer, and had special talents. But I still haven’t figured out what the word arrogant means from the first page. Maybe I should take a minute to look it up. “Arrogant means having or showing an inflated opinion of one’s own importance, merit, ability, etc; conceited; overbearingly proud.” Now I understand that the goose thought very highly of herself and looked down on the ugly duckling because she thought very highly of herself and looked down on the ugly duckling because she thought he wasn’t good or pretty enough for her.-Continue to read parts of the text; I will alternate between teacher modeling and student modeling for the remainder of the story depending on the needs of the students.-“Now let’s talk about what we’ve read and how The Ugly Duckling relates to other fairy tales or folktales.”-“What have you learned about the strategy of monitoring, or ‘stop and think’? When do you plan to use this strategy in the future?”Monitoring and Clarifying Narrative Text62865100965Comment: Lets students know what they are going to learn.400000Comment: Lets students know what they are going to learn.45720-70485Multilevel Note: For ELLs the entire book has a page-by-page translation. The top half of the page is in English and the bottom half is in Spanish. So all ELLs who are Spanish speaking can participate and see or relate the words back to English.00Multilevel Note: For ELLs the entire book has a page-by-page translation. The top half of the page is in English and the bottom half is in Spanish. So all ELLs who are Spanish speaking can participate and see or relate the words back to English.-30480-1905Comment: Develops the concept of monitoring.00Comment: Develops the concept of monitoring.-30480161925Comment: Creates a “problem” situation. Though artificial, it is necessary in order to demonstrate monitoring. Similar to how students will read themselves.020000Comment: Creates a “problem” situation. Though artificial, it is necessary in order to demonstrate monitoring. Similar to how students will read themselves.-3048034290Comment: Puts modeling at the listening level into the hands of the students. Students may need prompting at first, but with repeated practice, they will become comfortable modeling.00Comment: Puts modeling at the listening level into the hands of the students. Students may need prompting at first, but with repeated practice, they will become comfortable modeling.-3048062865Comment: Shows students how to use another fix-up technique.Multilevel Note: If necessary, have students read with a partner. English Language Learners benefit from working with supportive peers. They have the opportunity to practice their oral language and observe how their peers use the strategy being practiced.00Comment: Shows students how to use another fix-up technique.Multilevel Note: If necessary, have students read with a partner. English Language Learners benefit from working with supportive peers. They have the opportunity to practice their oral language and observe how their peers use the strategy being practiced.-2667012065Comment: This releases more and more responsibility to the students. Decisions about how much teacher modeling is needed will be assessed as I teach.Multilevel Note: If some students need support, have them read with a partner or in a small group with you. ELLs will probably need more support in this area to clarify vocabulary and concepts while applying this strategy.00Comment: This releases more and more responsibility to the students. Decisions about how much teacher modeling is needed will be assessed as I teach.Multilevel Note: If some students need support, have them read with a partner or in a small group with you. ELLs will probably need more support in this area to clarify vocabulary and concepts while applying this strategy.-1143093345Comment: Pulls the story together.00Comment: Pulls the story together.Summarizing and Reflectingcenter0Comment: Helps students verbalize the strategy and internalize it.00Comment: Helps students verbalize the strategy and internalize it.Time ActivityRoutines/Comments8:30 amREADING: Application of Skills and Strategies-Have students reread The Ugly Duckling either with a partner or independently and work on monitoring to ensure what they are reading makes sense to them.-There will be other books that students can read and apply the strategy to. These books will be books that the class has previously read together.TimeActivityRoutines/Comments9:00 amWRITING: Daily Independent Writing-Students will write on topics of their choice in their journals.-Students can write on topics that most interest them.-1143055245Comment: Motivates students to write because they get to write about what interests them.Multilevel Note: Students can write on their ability level. They can use invented spellings, or write in complete sentences depending on their ability levels.00Comment: Motivates students to write because they get to write about what interests them.Multilevel Note: Students can write on their ability level. They can use invented spellings, or write in complete sentences depending on their ability levels.TimeActivityRoutines/Comments9:30 amREADING: Daily Independent Reading-Students read books of their choice that are on their reading levels. -The can read by looking at the pictures if they are unable to read.-After students have read the books they should fill out their Learning Logs by writing the title of the book and the date on which it was read. They can also write a short response about what they have read or explain their favorite part or the book.center0Comment: Motivates students to read because they choose what they are interested in.00Comment: Motivates students to read because they choose what they are interested in.Group 2—Purple GroupThese students are reading on the 4th grade levelText: Ladybug Girl and Bumble Bee BoySOLS:4.1—The student will use effective oral communication skills in a variety of settings. Contribute to group discussions across content areas. Use grammatically correct language and specific vocabulary to communicate ideas. Demonstrate the ability to work independently.4.5—The student will read and demonstrate comprehension of fictional texts. Explain the author’s purpose. Describe how the choice of language, setting, characters, and information contributes to the author’s purpose. Identify the main idea. Use prior knowledge and build additional background knowledge as context for new learning. Use reading strategies throughout the reading process to monitor comprehension.4.7—The student will write cohesively for a variety of purposes. Recognize different modes of writing have different patterns of organization. Time ActivityRoutines/Comments8:00 amREADING: Daily Independent Reading-Students read books they have chosen themselves, about a topic that is of interest to them. -Students will be more motivated to read book that they are interested in.Time ActivityRoutines/Comments8:30 amBefore ReadingTeacher Modeling During ReadingStudent Modeling and Guided PracticeTeacher ModelingAfter ReadingREADING: Learning Strategies and Skills-“How do you know what is the most important information when reading a book?”-“Good readers are able to pick out what information they think is important when reading a text. Today, we are going to be discussing the story elements and identifying the most important information.”-Introduce the book, Ladybug Girl and Bumblebee Boy. Show students the cover. Ask them questions before reading. -Do you think this is a fiction or nonfiction book? What do you think this story is going to be about? Why are they dressed up in funny costumes? Has anyone ever been in a fight with a friend or had an argument because one of your friends did not want to do something that you wanted to do? How did you go about solving that disagreement?-“Today we are going to read a story about some friends and see how they solve their differences.”-Give the students a copy of the blank story map.-Read aloud the first five pages of the story.-Stop and discuss the characters and setting of the story thus far and fill out the story map.center0Teacher Think-AloudSo far reading this story, I realize that Lulu (Ladybug Girl) is the main character. I think her frind Sam is going to be another important character; however, I do not think that her mother, Mrs. Robbins, or Bingo are of any significant importance so far. Can anyone tell me the setting of the story? (The playground).00Teacher Think-AloudSo far reading this story, I realize that Lulu (Ladybug Girl) is the main character. I think her frind Sam is going to be another important character; however, I do not think that her mother, Mrs. Robbins, or Bingo are of any significant importance so far. Can anyone tell me the setting of the story? (The playground).-“Listen as I read aloud the next four pages of the story. Make sure you listen for the elements of the story.”-After reading, ask the students if we have discovered any new elements of the story or if there are any new characters to add to the character list. -“Have you ever had any of the same problems that Lulu and Sam are experiencing?”-Read the next six pages of the story. Stop and ask students if we have found a solution to the problem and have them explain what it is.225361533655Comment: If students understand the strategy then allow them the freedom to work independently or with a partner to finish the story and the story map.400000Comment: If students understand the strategy then allow them the freedom to work independently or with a partner to finish the story and the story map.-Read the next two pages of the story. Use the think-aloud below if needed.-6858050801Teacher Think-Aloud“After reading the more we have come to another problem. When this happens you can just add it to our problem list. Marley and Kiki were having a problem about how was to be named Butterfly Girl and who was going to be Dragonfly Girl. Ladybug Girl resolved this problem by telling the girls they couldn’t argue with each other if they were going to play together to be part of the Bug Squad.”00Teacher Think-Aloud“After reading the more we have come to another problem. When this happens you can just add it to our problem list. Marley and Kiki were having a problem about how was to be named Butterfly Girl and who was going to be Dragonfly Girl. Ladybug Girl resolved this problem by telling the girls they couldn’t argue with each other if they were going to play together to be part of the Bug Squad.”-Read the remainder of the story.-Talk about the story and discuss the story map going over and filling out each part.-Discuss how students know what parts of the story were important and how they identified each part.-Discuss the story line and the main theme of the story.-“When we work together, we can create fun games that everyone likes to play. We should all work together and get along so that everyone can have fun, just like Sam and Lulu.”Identifying Important Informationcenter0Comment: Lets students know what they are going to learn.400000Comment: Lets students know what they are going to learn.17145114936Comment: May be helpful to review the story elements: Characters, setting, problem, action, and outcome.400000Comment: May be helpful to review the story elements: Characters, setting, problem, action, and outcome.1333544450Comment: Have a story map drawn on the board or an enlarged copy on the projector so that you can help the students throughout the story.00Comment: Have a story map drawn on the board or an enlarged copy on the projector so that you can help the students throughout the story.center0Comment: Allows you to help the students and gradually give them responsibility so they will be able to eventually work independently.Multilevel Note: Allow ELLs to work with a partner until they feel comfortable working alone.4000020000Comment: Allows you to help the students and gradually give them responsibility so they will be able to eventually work independently.Multilevel Note: Allow ELLs to work with a partner until they feel comfortable working alone.TimeActivityRoutine/Comments9:00 amREADING: Application of Strategies and Skills-Students will read the book, James and the Giant Peach and complete a story map to identify the important information in the text. Identifying Important Informationcenter0Comment: Students will practice a strategy that was just taught. 400000Comment: Students will practice a strategy that was just taught. TimeActivityRoutine/Comments9:30 amWRITING: Daily Independent Writing-Students will write on a topic of their choice that interests them in their journals. center0Comment: Students will write on their ability level. If they cannot spell a word, they can invent the spellings.400000Comment: Students will write on their ability level. If they cannot spell a word, they can invent the spellings.Group 3—Blue GroupThis group is in the fourth grade, but reading above grade level on the fifth grade.Text: From Caterpillar to ButterflySOLS:5.1—The student will listen, draw conclusions, and share responses in subject-related group learning activities. Participate in and contribute to discussions across content areas. Summarize information gathered in group activities. Communicate new ideas to others.5.4—The student will expand vocabulary when reading. Use context to clarify meaning of unfamiliar words and phrases. 5.6—The student will read and demonstrate comprehension of nonfiction texts. Use prior knowledge and build additional background knowledge as context for new learning. Identify the main idea. Summarize supporting details in nonfiction texts. Identify new information gained from reading. TimeActivityRoutine/Comment8:00 am WRITING: Daily Independent Writing-Students will choose the topics they write about and will write on their ability.TimeActivityRoutine/Comments8:30 amREADING: Daily Independent Reading-Students will read books they have chosen.-These books can be any topic the student is interested in.TimeActivityRoutine/Comment9:00 amTeacher ModelingBefore ReadingModel Summarizing at the listening levelModeling Summarizing at the reading levelStudent modeling with guided practiceREADING: Learning Skills and Strategies-“We have been working on summarizing small paragraphs. Remember the strategy we used? Review the steps they know and have been using. Today we are going to learn how to apply that strategy to longer texts.-Display the strategy poster and review each step with the students.-“Have any of you had to write a story or paper and had to use books as different sources or write what was happening in that story? To do this you summarized longer amounts of text.”-Ask students to recall the transformations of caterpillars to butterflies and briefly discuss it-Go over some of the vocabulary that may be unfamiliar to students. For example, chrysalis, molting, metamorphosis, etc. Write these words on the board. “We will learn the definitions of these words while reading the text. -“I am going to show you how to apply the summarizing informational text strategy to more than one paragraph as you listen to the text.”-Read aloud the first two pages of the story. Use the think-aloud and write notes on the board or have an electronic copy of the outline or text available on the Smart Board. –Take notes and mark on the text as needed while reading.center0Teacher Think-Aloud“As I read the first two pages, I can tell that caterpillars transforming into butterflies is the main topic. A lot of the other information about the classroom was just interesting detail. Caterpillars eat green leaves and eventually change into butterflies. This change is called metamorphosis. So we can create our own main topic sentence because there is not one clearly stated. Caterpillars change into butterflies through a process known as metamorphosis.”020000Teacher Think-Aloud“As I read the first two pages, I can tell that caterpillars transforming into butterflies is the main topic. A lot of the other information about the classroom was just interesting detail. Caterpillars eat green leaves and eventually change into butterflies. This change is called metamorphosis. So we can create our own main topic sentence because there is not one clearly stated. Caterpillars change into butterflies through a process known as metamorphosis.”-“Finish reading the remainder of the story silently and I will model the use of the summarizing strategy when everyone is finished.”-Use the electronic version or the transparency of the story outline, along with the think-aloud to model the strategy.-1714520320Teacher Think-Aloud“As I read the rest of the story, I see that the topic is the process of caterpillars changing into butterflies. Each page explains a different stage in the caterpillars’ life along his journey in becoming a butterfly.”020000Teacher Think-Aloud“As I read the rest of the story, I see that the topic is the process of caterpillars changing into butterflies. Each page explains a different stage in the caterpillars’ life along his journey in becoming a butterfly.”-Draw student’s attention to the notes on the board or overhead that I have been writing as I summarized. -“Is there anything that you saw that was important that we need to add to our summary?”-Discuss any additional items that need to be included in the summary.-Have students write or tell their own summary of the story.-“Today, we learned how to summarize. You can take notes to help you find the main topics or important information in the text.”-When can you use this strategy? What steps do you follow when summarizing longer texts? How is summarizing longer texts different from summarizing paragraphs?-“You can even use this strategy in other classes. For example, we just read a book relating to Science, when you read your Science textbook you can use this strategy. This can be a useful strategy for any reading assignment you have for any class, even your textbook.”Summarizing -2095542545Comment: This relates what students will learn to what they already know.00Comment: This relates what students will learn to what they already know.-20955133986Comment: Focuses students’ attention to what they will learn by developing the concept of summarizing longer texts.00Comment: Focuses students’ attention to what they will learn by developing the concept of summarizing longer texts.-22860-142875Comment: Make sure to read the captions and explain the vocabulary on the board along with the story outline.4000020000Comment: Make sure to read the captions and explain the vocabulary on the board along with the story outline.-22860-59055Multilevel Note: Everything through the listening level is appropriate for all readers.400000Multilevel Note: Everything through the listening level is appropriate for all readers.center0Comment: Shows students how to think through the steps of the strategy.400000Comment: Shows students how to think through the steps of the strategy.center0Comment: Pulls together ideas modeled.Multilevel Note: Creating your own main topic sentence will help ELLs understand the process of formulating their own topic sentence when one is not clearly stated.4000020000Comment: Pulls together ideas modeled.Multilevel Note: Creating your own main topic sentence will help ELLs understand the process of formulating their own topic sentence when one is not clearly stated.-2095513335Multilevel Note: If some students are unable to read the remainder of the story independently, allow them to read with a partner or work one-on-one with the student.00Multilevel Note: If some students are unable to read the remainder of the story independently, allow them to read with a partner or work one-on-one with the student.-1333585090Comment: Models using the strategy in reading. Sentence frames will helps ELLs formulate a summary in their own words.4000020000Comment: Models using the strategy in reading. Sentence frames will helps ELLs formulate a summary in their own words.center0Comment: Lets students try the strategy with teacher support if needed.400000Comment: Lets students try the strategy with teacher support if needed.Summarizing and Reflectingcenter0Comment: Helps students verbalize what they have learned. A written framework, rather than questions will assist ELLs. Help ELLs by using a prompt of give them a worksheet with the following:-When I summarize longer texts I follow these steps…-Summarizing longer texts is different from summarizing a single paragraph because…-I will use this strategy of summarizing when I need to …400000Comment: Helps students verbalize what they have learned. A written framework, rather than questions will assist ELLs. Help ELLs by using a prompt of give them a worksheet with the following:-When I summarize longer texts I follow these steps…-Summarizing longer texts is different from summarizing a single paragraph because…-I will use this strategy of summarizing when I need to …Time ActivityRoutines/Comments9:30 amREADING: Application of Skills and Strategies-Students will read Butterflies by Seymour Simon either independently or with a partner.-Students will use the summarizing strategy they have just learned while reading the text.center0Comment: The text is on the same topic: butterflies. We are learning about butterflies in our Science class. The students will be applying what they just learned.4000020000Comment: The text is on the same topic: butterflies. We are learning about butterflies in our Science class. The students will be applying what they just ment: At 9:30 am I am not working with any group. All student work is done independently or with a group at this time. I will float around the room, if any student of group of students needs extra help, I will be available to help them. Also, any conferencing that needs to be done will be completed at this time. Whole Group—4th Grade ClassroomTimeActivityRoutines/Comments10:00 amIntroductionTeacher Modeling/ Explicit InstructionGuided PracticeWriting: Learning to Write-“Today we are going to learn how to write haiku poems. Haiku’s are a traditional form of Japanese poetry. Haiku poems consist of 3 lines. The first and last lines of a Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme.”- Explicitly model how to write a haiku.-“In haiku poems syllables are the constructing components. Remember, a syllable is a part of a word pronounced as a unit. It is usually made up of a vowel alone or a vowel with one or more consonants. A syllable must contain at learn one vowel. The word "Haiku" has two syllables: Hai-ku; the word "introduction" has four syllables: in-tro-duc-tion. “-If needed, model counting syllables with more words as a review for students. (dis-con-tin-ue, hap-py, re-lat-ed, brow-nie, etc)-Here is an example that can help you remember this rule.-Explicitly model how to write a haiku.-20955-62865Teacher Think-AloudI am first with fiveThen seven in the middle --Five again to end. (Write this poem on the board). This haiku consists of three lines. The first line consists of five syllables, the second has seven syllables and the third has five syllables. Let’s count them together. 00Teacher Think-AloudI am first with fiveThen seven in the middle --Five again to end. (Write this poem on the board). This haiku consists of three lines. The first line consists of five syllables, the second has seven syllables and the third has five syllables. Let’s count them together. -Practice writing a haiku with the students. Leave room for editing and make sure to count each syllable. Allow students to help you construct the poem1524053975Comment: Students have previously been taught syllables. Have students place their hand under their chin and count the number of times their jaw drops. This relates to the number of syllables in the word. Review this for extra practice.4000020000Comment: Students have previously been taught syllables. Have students place their hand under their chin and count the number of times their jaw drops. This relates to the number of syllables in the word. Review this for extra practice.647701762125Comment: They are active participant in their learning. It is not passive learning the students are engaged.400000Comment: They are active participant in their learning. It is not passive learning the students are engaged.Time ActivityRoutine, Comments10:30 amWRITING: Developmentally Appropriate WritingStudents will write a haiku on a topic of their choice.center0Comment: Students will be more motivated if they get to choose their own topic because it will relate to them.Multilevel Note: Students can write what they have prior knowledge about as long as they keep the format of the haiku.4000020000Comment: Students will be more motivated if they get to choose their own topic because it will relate to them.Multilevel Note: Students can write what they have prior knowledge about as long as they keep the format of the haiku.Classroom 3Literacy Block—9:00 am-10:20 amTimeREADING: Daily Independent ReadingWRITING: Daily Independent WritingREADING: Learning Strategies and SkillsREADING: Application of Strategies and SkillsWRITING: Learning to WriteWRITING: Developmentally Appropriate Writing9:00 Whole Group Read Aloud9:15 Red Group 1Purple Group 2Blue Group 39:25Red Group 1Purple Group 2BlueGroup 39:35BlueGroup 3ReadGroup 1Purple Group 29:45Blue Group 3Purple Group 2RedGroup 19:55Whole Group10:05Whole Group10:15Learning Logs and Sharing TimeClassroom 3—7th gradeLiteracy Block: 9:00-10:20Time ActivityRoutines/Comments9:00 am-Read aloud a few chapters of The Adventures of Tom Sawyer to the class.-Have students respond to the text through a personal response –Students will discuss their favorite part or character, they can make connections to their real lives, they can retell, generalize, or tell how they felt about what was read.Read Aloud center0Comment: Reading aloud to the class allows everyone to participate.4000020000Comment: Reading aloud to the class allows everyone to participate.Group 1: Red Group—This group reads on the 6th grade level.Text: The Animal KingdomSOLs: 6.4—The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. Use context and sentence structure to determine meanings and differentiate among multiple meaning of words. 6.6—The student will read and demonstrate comprehension of a variety of nonfiction texts. Use prior knowledge and build additional background knowledge as context for new learning. Compare and contrast information about one topic, which may be contained in different selections. Identify the main idea. 6.7—The student will write narration, description, exposition, and persuasion. Identify audience and purpose. Organize writing structure to fit mode or topic. Select vocabulary and information to enhance the central idea, tone, and voice. Revise sentences for clarity of content including specific vocabulary and information.TimeActivityComment/Routine9:15 amREADING: Daily Independent Reading-Students will read books they have chosen and that are on their level.-Students will choose books that are of interest to them.TimeActivityComment/Routine9:25 amWRITING: Daily Independent Writing-Students will write on topics that are of interest to them.-Students can write on any genre they choose-4000531750Comment: Students’ journals will be collected at the end of the week and feedback will be provided for students to improve their writing.00Comment: Students’ journals will be collected at the end of the week and feedback will be provided for students to improve their writing.TimeActivityComment/Routine9:35 amBefore ReadingTeacher ModelingDuring ReadingAfter ReadingGuided PracticeREADING: Learning Strategies and Skills-“Today we are going to be reading an expository text. Remember that an expository text is nonfiction. The intent of these written works is to inform or explain something to the reading audience. Expository text can vary in nature. They can be a description, sequence, comparison/contrast, cause and effect, and problem and solution. Today, we are going to be looking at a description text. We are going to learn about Vertebrates and Invertebrates and compare these two topics using a hierarchical array.”-Introduce a hierarchical array to the students show them examples by using the text. “Words sometimes have a hierarchical relationship and can be broken down. A hierarchical array allows us to see a relationship or the degree of differences between ideas.” -“Before we begin reading what do you know about vertebrates and invertebrates.”-Begin drawing a hierarchical array on the board. Start with Animals at the top. Then break that down further into vertebrates and invertebrates. -Give students a small paragraph on animals discussing the difference between vertebrates and invertebrates. “We’re going to read the text together and fill out the hierarchical array.”-After reading have a discussion with the students about how to fill out the array.-“According to our text, vertebrates are animals that have a backbone and invertebrates are those without a backbone. We can break these down further into other more categories based on the information in the text. What are some subcategories that vertebrates and invertebrates can be broken into?”-Finish filling out the hierarchal array with the students allowing them to participate in the modeling. center0Comment: Recalls students’ prior knowledge and reviews what they already know about expository texts. 400000Comment: Recalls students’ prior knowledge and reviews what they already know about expository texts. Hierarchal Arraycenter0Comment: Brainstorm and introduce to the lesson to enforce prior knowledge.Multilevel Note: If students don’t know, fill information in for them by scaffolding instruction.400000Comment: Brainstorm and introduce to the lesson to enforce prior knowledge.Multilevel Note: If students don’t know, fill information in for them by scaffolding instruction.center0Comment: Allow students to be active participants in their learning.Multilevel Note: Call on struggling readers and ELLs first so they will have a better opportunity to participate and be confident in their answers.400000Comment: Allow students to be active participants in their learning.Multilevel Note: Call on struggling readers and ELLs first so they will have a better opportunity to participate and be confident in their answers.TimeActivityRoutines/Comment9:45 amREADING: Application of Strategies and Skills-Students will read the text The Animal Kingdom making their own hierarchical array, and break down animals into categories as far as they can and make as many comparisons as possible.center0Comment: Use arrays after reading to help students expand vocabulary.Multilevel Note: Helps ELLs and struggling readers see the relationships between words.400000Comment: Use arrays after reading to help students expand vocabulary.Multilevel Note: Helps ELLs and struggling readers see the relationships between words.Group 2: Purple Group—This group reads on the 7th grade level (on grade level). SOLs:7.1—The student will participate in and contribution to conversations and group discussions. Communicate ideas and information orally in an organized and succinct manner. Ask probing questions to seek elaboration and clarification of ideas. 7.4—The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. 7.7—The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. Identify the intended audience. Organize writing structure to fit mode or topic. Establish a central idea and organization. Select vocabulary and information to enhance the central idea, tone, and voice. Revise sentences for clarity of content including specific vocabulary and information.Time ActivityComments/Routine9:15 amREADING: Daily Independent Reading-Students will read books they have chosen themselves.-Books can be on any topic the student is interested in, but must be on their level.TimeActivityComments/Routines9:25 amBefore ReadingTeacher ModelingGuided PracticeDuring ReadingAfter ReadingREADING: Learning Skills and Strategies-“Today we are going to learn a strategy called contextual redefinition. We will use this strategy when there is not sufficient context to determine the meaning of an unknown word. This will help you use contextual clues to make informed guesses about a word’s meaning. - Select unfamiliar words to preteach (Gregarious and Peevish) -Write a sample. (Penguins are among the world’s smallest gregarious marine birds. They are very sociable and make great companions as pet even though they are not the typical house pet. They are not peevish and mean like the mule. The mule is very stubborn and grumpy, but they are the typical work horses on farms).-Write the words on the board in isolation. Ask students to pronounce the words. Ask if there are any prefixes or suffixes. Show students how to break the word down to find the base words. If students are unable to pronounce the words I will pronounce them for the students. Ask students if they know what the words mean. Allow them to give you suggestions to what they think the words mean. -Present the words in the context. Have students read the contexts aloud, or read the contexts for them. -Have students discuss the words and have them come to a consensus about its meaning. Ask students the differences between trying to define the words in context and in isolation. -Use a dictionary for verification. Discuss how to use a dictionary and compare the definition that the class created. Show students how to look words up in the dictionary.Contextual Redefinition17145114935Comment: Wild guesses may occur as part of the learning process.00Comment: Wild guesses may occur as part of the learning process.center0Comment: Encourage guessing from the clues so that all students can participate.4000020000Comment: Encourage guessing from the clues so that all students can participate.How to use the dictionaryTimeActivityRoutine/Comment9:35 amREADING: Application of Skills and Strategies-Give students a passage containing two new words. Have them practice the strategy of contextual redefinition. -Provide each student with a dictionary so they will be able to check their words for verification.center0Comment: Allow students to work with a partner to accommodate for struggling readers and ELLs. If students are unsure about the pronunciation they can look it up in the dictionary and use their knowledge of phonics to sound out the words. The words will be decodable so students will be able to pronounce them. 4000020000Comment: Allow students to work with a partner to accommodate for struggling readers and ELLs. If students are unsure about the pronunciation they can look it up in the dictionary and use their knowledge of phonics to sound out the words. The words will be decodable so students will be able to pronounce them. Time ActivityRoutine/Comment9:45 amWRITING: Daily Independent Writing-Students will write in their journal on a topic of their choice. -They can write on something they are interested in and any genre. Group 3—Blue Group—This group is reading on the 8th grade level which is above grade level.SOLs:8.5—The student will read and analyze a variety of nonfiction texts. Use prior and background knowledge as a context for new learning. Identify and ask questions that clarify various viewpoints.8.6—The student will read, comprehend, and analyze a variety of nonfiction texts. Draw on background knowledge and knowledge of text structure to understand selections. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. Analyze details for relevance and accuracy. Summarize the text identifying supporting details. Use reading strategies to monitor comprehension throughout the reading process. 8.7—The students will write in a variety of forms, including narration, exposition, persuasion, and informational. Identify the intended audience. Organize details to elaborate the central idea and provide unity. Select specific vocabulary and information for audience and purpose. Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.TimeActivityRoutine/Comment9:15 amBefore ReadingTeacher ModelingDuring ReadingAfter ReadingREADING: Learning Strategies and Skills-“Today we are going to learn a strategy that will help activate prior knowledge and allow you to determine your purpose for reading expository texts.”-“Before reading you need to ask yourself two questions; what I know, what I want to learn, and after reading ask yourself what I learned and still need to learn. This is called a K-W-L chart.”-Have students get out a sheet of paper and divide it into three columns and label each column (K, W, and L). Write an example/model on the board for students to see.-“We will be reading a short text about natural disasters. Under your K column, I would like for you to write everything you know about natural disasters. What do you know about natural disasters? Have you ever seen a natural disaster in real life? -Have students share their ideas about what they know and allow them to add to their lists.-Record student’s comments on the board. Ask students questions such as, where did you learn that or how could we prove that?-In the W column write everything you want to learn about natural disasters. -When students are uncertain or lack knowledge help them turn their uncertainties into questions. Have students share their questions and write them on the board.-Read the text, Natural Disasters in its entirety using cooperative reading.-Students will take turns reading parts of the text. -“After reading the text, have students fill in the L column. This will be answers to their questions from the W column. -Allows students to review and reflect on what they have learned and to learn from one another.-“Today we learned a strategy that helps to activate prior knowledge while also allowing us to review and reflect on what we know and what we have read. You can use this strategy anytime when reading an expository text.”KWL ChartsActivating Prior Knowledgecenter0Comment: Students will write what they know or think they know. If students have limited knowledge about the topic give them more specific questions. Allows teachers to see how much prior knowledge the students have.4000020000Comment: Students will write what they know or think they know. If students have limited knowledge about the topic give them more specific questions. Allows teachers to see how much prior knowledge the students have.center0Comment: Helps students set individual purposes for reading.400000Comment: Helps students set individual purposes for reading.Review and Reflect -40005138430Comment: Helps students determine which questions still need answered or whether they have additional questions that require further reading. Allows teachers to see what the students have learned by reading the text.Multilevel Note: Provides scaffolding and student interaction for those who need more teacher support in constructing meaning.00Comment: Helps students determine which questions still need answered or whether they have additional questions that require further reading. Allows teachers to see what the students have learned by reading the text.Multilevel Note: Provides scaffolding and student interaction for those who need more teacher support in constructing meaning.TimeActivityComment/Routine9:25 amREADING: Application of Strategies and Skills-Students will practice the strategy they were just taught.-Students will read a text about tornadoes and make their own KWL chart. This will activate prior knowledge and allow students to review and reflect to continue to develop their knowledge about natural disasters.Time ActivityComment/Routine9:35 am WRITING: Daily Independent Writing-Students will write on a topic of their choice.-Students can choose any genre and write on what interests them.Time ActivityComment/Routine9:45READING: Daily Independent Reading-Students will read on a topic of their choice and on their reading level.-Books can be on any topic they are interested in, but must be on their reading level.Whole GroupTimeActivityRoutine/Comment9:55 amWriting: Learning to Write-“Today I am going to teach you the third step in the writing process. You have already selected the topic and completed your first draft. Now you are ready for the revising stage. In this stage you will look at your work to examine the content—including your ideas, choice of words, and so forth. When revising your work, here are some things you need to look for: have I expressed my ideas clearly so that my audience will understand what I am saying, Are there any other ideas that I should add to my writing, are there any other words I can use to make my writing more exciting and interesting, and are there better ways to express my ideas?-Using the same piece that we began writing as a class and do a write aloud to model for students how I would revise my own work. Make sure to check the guidelines posted as we discuss and make changes to problem areas. -3048046355Teacher Think Aloud“Does my writing possess clear expression so that others can understand my writing? I notice that this word may be spelled incorrectly or the usage may be wrong, so I will circle it for attention during the proofreading stage. For now we are only going to focus on the content.00Teacher Think Aloud“Does my writing possess clear expression so that others can understand my writing? I notice that this word may be spelled incorrectly or the usage may be wrong, so I will circle it for attention during the proofreading stage. For now we are only going to focus on the content. -We will make revisions to my writing on the overhead projector; make sure students know that it is acceptable to make changes to their writing.Revisingcenter0Comment: These questions or guidelines will be on a poster so students can review them as needed.00Comment: These questions or guidelines will be on a poster so students can review them as needed.TimeActivityRoutines/Comments10:05 amWRITING: Developmentally Appropriate Writing-At this time students will hold revising conferences with a partner. -The students will review one another’s papers and make suggestions to how it should be revised.center0Comment: This will also be a time for teacher conferencing for struggling writers and ELLs00Comment: This will also be a time for teacher conferencing for struggling writers and ELLsTimeActivityRoutines/Comments10:15-Students will write in their learning logs what they have learned for the day as a way of responding.-Volunteers will then share what they have learned with the class. ................
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