Mrs. Rasnake's Fifth Grade Page



EDUCATION 310 LITERACY NOTEBOOK Abby GarrettDr. Crickmer December 6, 2016Table of Contents:Introduction 3-7 Literacy Websites 8-10Referenced mini-lessons, routines, strategies, modes 11Class One: Grid 12Class One: Kindergarten Lesson Plan 13-10Class One: First Grade Lesson Plan 31-42Class One: Second Grade Lesson Plan 43-54Class Two: Grid 55Class Two: Third Grade Lesson Plan 56-69Class Two: Fourth Grade Lesson Plan 70-80Class Two: Fifth Grade Lesson Plan 81-91IntroductionI realize that students learn in different ways; students learn through direct instruction, implicit instruction, or a combination of the two. Some students learn by having someone model or show them how to do something, explicit instruction, and some learn by participating in different activities or experiences, implicit instruction. I understand that literacy develops when individuals participate in a variety of real literacy experiences enhanced with a considerable amount of direct or explicit instruction. I build my literacy experiences around the language learning a child has developed prior to coming to school. I realize that literacy starts with oral language, but then it moves to reading and writing. The foundation of learning reading and writing skills is decoding and comprehension. I believe that a child’s environment, especially their language influence, is extremely important in the decoding and comprehension processes. Students are on different levels in comprehension, decoding, as well as many other aspects of literacy. For this reason, I mold my instruction to fit the needs of different learners.There are five stages of literacy development: early emergent literacy, emergent literacy, beginning reading and writing, almost fluent reading and writing, and fluent reading and writing. It is important that I, as a teacher, am aware of these stages so that I can provide instruction to students based on their needs. Early emergent literacy is the stage in which children develop the foundation of literacy; they scribble and are curious about print. Emergent literacy is the stage in which the child uses more oral language patterns and forms and names letters. Beginning reading and writing is the stage in which students begin to actually read and write in conventional ways. Almost fluent reading and writing is the stage in which a child reads more fluently, does more writing, and has a larger oral language vocabulary. Fluent reading and writing is the stage in which a student has attained most of the skills for reading and writing. I think that a student does not master one stage and move directly on to the next; this is because a student is going to continue to develop skills in one stage while acquiring new skills in the stage that follows. I teach with the previously mentioned understanding in mind. I believe there are a number of critical elements to effective literacy instruction, and I plan and instruct with these at the core of my instruction: phonemic awareness, fluency instruction, vocabulary instruction, comprehension instruction, good instructional choices, clarity of purpose and timing, constant use of data, culturally responsive instruction, intellectual challenges for all, grouping practices and independent student activities, teacher and student actions, time spent on reading and alignment of standards, curriculum, and instruction. I believe that teacher-directed instruction and student-centered instruction are both needed in the classroom. Students do need instruction in many areas, but there are also areas that students could use their reasoning skills and come to solutions and conclusions. My teaching is based on comprehensive balanced literacy instruction and includes daily independent reading and writing, learning skills and strategies for reading, application of said skills and strategies for reading, learning to write, and developmentally appropriate writing. In independent reading, I keep a variety of books to accommodate for children’s different interests. I allow students to write freely in independent writing time. I use think-alouds and student guided practices while I teach reading and writing skills; students practice the skills they are learning with my help and assistance. During the application of skills and strategies in reading, students apply the skills they have learned from me with minimal guidance. Finally, in developmentally appropriate writing, students write their own pieces using the information and skills that they have been taught.The framework for an effective standards-based literacy lesson is vital in order for a child to progress and find success in his or her independent reading. For this reason, many elements play a role in creating a standards-based literacy lesson that could potentially achieve these goals. I use these effective methods to teach students the fundamentals of reading and comprehending. The three main parts of my standards-based literacy lesson include: introducing the text by making predictions to activate prior knowledge; reading and responding to the text which includes students using their reading strategies, making sense of the story, and summarizing through a discussion, a piece of writing, or a creative product of art; and students extending the text by connecting it to other content areas and to the world. Minilessons allow me to provide instruction, through modeling and then guiding, to students in decoding, comprehension skills, strategies, and other concepts. First, I tell students what they will learn and relate it to their text or writing. Then, I model what is being taught through think-alouds. After that, I guide students as they practice the skill while using corrective feedback. Then, I discuss, with students, the importance of what they have learned and when they could use the skill. Students are then able to independently practice the skill, and I provide them with opportunities to use the skill in other reading and writing experiences. I continue to talk to students about the skills they have learned, how they have used them, and how they can improve.Through all of the modes of reading, I am able to meet the needs of every, individual student. Modes of reading provide options as to how a student reads a particular text, which is important considering students literacy development varies. Different modes are appropriate at different times, which is why I find it important to base the decision off of the students’ abilities with a particular text and all of the students’ stages of literacy development. Students can read on their own, with small groups, with guided instruction and help in prediction making from the teacher, by following along with the teacher, or a combination of modes.I also use the different modes of writing to meet the needs of all students. I believe that students’ writing skills vary, much like their reading skills. Therefore, finding the appropriate instruction for a particular student and a particular point in their development is one of my top priorities. With independent writing, I allow students to independently write to build fluency. I think it is important for students to share their ideas and work together while writing, which is why I incorporate cooperative writing. Of course, I facilitate guided writing and am available to help students as they work on their own. One of my favorite modes of writing, shared writing, allows students and I to work together to write a story. Finally, I incorporate write-alouds, which allow me to model my thought process to students as an example of the creative process of writing. These can be combined depending on the student. Students should also be encouraged to select the mode of writing that most appropriately meets their stage of development.I truly believe that reading aloud to students is such an important responsibility for a teacher. I am an advocate of reading with excitement and conveying to children the fun that comes from reading. Children, especially those who have not been read to regularly at home, need to be read to at school. I believe that students’ creativity in their own writing, vocabulary development, and understanding of stories come from having been read to. Plus, being read to gives students an opportunity to witness fluent reading.I think it is important to include wordless books, predictable texts, created texts, and authentic literature in literacy instruction. Wordless books help children develop oral language and self-expression, predictable texts allow students to think of themselves as readers through memorization, and created texts allow students to apply skills and strategies including decoding and automaticity. Created texts are included in my classroom; these are written for students at all stages of literacy development. Students can apply skills to these texts because I can match them to students based on students’ reading levels. I use decodable texts, as well, because my students can apply the sound-letter relationships that they are being taught to these texts. I think that it is especially important to have authentic literature because it captivates students’ attention and helps students develop and expand their language structures. By giving students options, and selecting options for students, I am able to account for all students’ reading comprehension levels and provide students with opportunities to practice multiple comprehension skills and reading skills. WebsiteDescription Rockets is a website that offers research-based reading strategies, lessons, and activities designed to help young children learn how to read and read more efficiently. This website assists parents, teachers, and other educators learn about how students read and understanding why students struggle. It is a guide for how to help struggling readers build fluency, vocabulary, and comprehension skills is a website primarily for students at the earliest stages of literacy. The website offers a “Learn to Read” section in which there is a numerical list that contains an ordered set of need-to-knows. This list starts with the basics, the alphabet, and continues through other parts of phonetics such as blends, chunking, and using y as a vowel. The website also has books that students can read with or without sound. offers lesson plans (including minilessons, standard lessons and units) that focus on the fundamentals of literacy from grades kindergarten through twelfth. The website is equipped with student interactives such as story maps, plot diagrams, and word family sorts. There are “Literacy in Action” videos that act as instructional guides for teachers to equip them with the knowledge needed to carry out a specific, featured lesson or activity on the website. Teacher’s Guide includes lesson plans, interactives, songs and worksheets for math, reading, language, writing, science and social studies. Some of the lesson plans’ focuses for reading are, as examples, blending, word recognition and rhyming. There is a “Teacher Store” section that further directs teachers to other resources including lesson plans, magazines and software. The interactive portion of the website includes smartboard templates, a list of interactive sites and virtual fieldtrips. Resource is devoted to reading. This website offers a large variety of interactive, online activities that incorporate phonics, rhyming, fluency, vocabulary, comprehension, etc. It has a section explaining dyslexia, its causes and its symptoms. In addition, the website offers teachers resources for instruction as well as guided reading and organizational tips. Literacy is primarily for teachers; it is a website that offers information and resources to the parents and educators of struggling adolescent readers and writers. This website has recommendations for improving adolescent literacy, instructional guidelines and student activities for fluency, suggestions for working with families to aid in literacy development, research and reports about literacy instruction, and more. This website helps teachers stay informed about the latest teaching trends and developments through the “Professional Development” tab. CERCA is a website designed to aid teachers in personalizing their literacy instruction. It has been proven to boost test scores, close the achievement gap and improve teacher effectiveness. The website provides teaching strategies, case studies where the strategies have been effective in other schools, tips for assessment, curriculum integration resources, videos and more. The literacy platform for think CERCA is built around self-paced and collaborative learning; it is a differentiated based program Leader is a website designed for teachers. It offers recommendations for the following instruction: differentiated instruction, instruction for students with disabilities and instruction for English language learners. The website also has a reading tab and a writing tab; these tabs include an array of recommendations for teachers to follow when teaching particular literacy lessons such as sentence fluency, phonics, vocabulary, etc. Literacy Leader also offers helpful suggestions for intervention, project-based learning and motivation. The website has a tab dedicated to aid new teachers, mentor teachers, and teachers who are in the process of establishing their desired level of professional development. Up That Works is a website designed for instructors of literacy, writing and math. This website offers a variety of instructional methods for the previously mentioned subjects. It provides step-by-step instructions for teachers when they are introducing a skill to a student. For example, for fluency, the website’s three step-by-step instructions are to provide clear explanations, give students strategies and models and provide opportunities for students to practice. The website has an “implementing technology” section that describes what teachers need to think about when incorporating technology. First 4,000 Words program helps prepare students in grades 1-4 to read by increasing their knowledge and use of the 4,000 most frequently used English words. According to the website, these words account for 80% of words in a typical text. This website helps students become conscious of these words by submerging them with an interactive and engaging online environment called the Vocabitat?—a vocabulary habitat. Minilessons, Routines, Strategies, Modes of Reading and WritingNote: All lessons are in the form of minilessons assuming that students are being taught the skill or content for the first time.Counting Sounds and Syllables Routine 13-17Visualizing Narrative Text Strategy 17-20Fluency Reading Routine 31Identifying Important Information in a Narrative Text Strategy 31-34Making Connections Strategy 44-47Cooperative Reading Routine 48Explicit Comprehension Strategy Routine 56-58Generating and Answering Questions Strategy 58-62Identifying Important Information in an Expository Text Strategy 70-73 Monitoring a Narrative or Expository Text Strategy 82-84Shared Writing Routine 88Independent Reading 13, 31, 35, 43, 47, 49, 56, 62, 63, 72, 74, 75, 81, 83, 84Read-aloud 14, 19, 25, 33, 46, 57, 60, 71, 82Cooperative Reading 24, 35, 37, 40, 73Independent Writing 22, 38, 43, 49, 63, 74, 75, 81Guided Writing 28, 39, 40, 52, 57, 67, 78, 88Shared Writing 48, 75, 85Cooperative Writing 49, 64 Group 1: Kindergarten – 2nd Grade TimeIRIWReading: S&SReading: Application Writing: Learning to WriteWriting:DA Word StudyDramaBig Books8:00K218:202K18:4012K9:00K219:20K129:4012K10:0012K10:20K, 1, 2K, 1, 210:40K, 1, 2K, 1, 2Note: All of my lesson plans are set up as if the content was being taught to students for the first time; for this reason, the lessons are in a mini-lesson format. Class One, Group One – Kindergarten Lesson PlanSchedule:8:00 – Independent Reading8:20 – Reading: Teaching Skills and Strategies8:40 – Reading: Application of Skills and Strategies9:00 – Independent Writing9:20 – Word Study9:40 – Big Books10:00 – Drama10:20 – Writing: Learning to Write10:40 – Writing: Developmentally Appropriate WritingTimeActivity and SOLsProcedures and Comments8:00Independent ReadingSelf-selected reading – Students choose and read books of their own choosing during this time. Different books should be displayed and accessible for students in the classroom library.Fluency building – Students read books that are at their independent and instructional reading levels; the books used for self-selected reading can be used for practice through repeated ments: This time helps students develop ments: ELLs can read text in their native language and texts can be labeled so that struggling readers have an idea of what is on their instructional and independent levels.8:20Reading: Learning Skills and StrategiesCounting Sound and Syllables Routine (pg. 164)K.4 The student will identify, say, segment, and blend various units of speech sounds.d) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes).IntroductionTeacher ModelingStudent Modeling and Guided PracticeTeacher Modeling and Guided PracticeStudent Modeling and Guided PracticeSummarizing and Reflecting______________________________Visualizing Narrative Text Strategy (pg. 138)IntroductionK.9 The student will demonstrate comprehension of fictional texts.b) Relate previous experiences to what is read.d) Begin to ask and answer questions about what is read.g) Discuss characters, setting, and events.Teacher ModelingStudent Modeling and Guided PracticeTeacher ModelingStudent Modeling and Guided PracticeSummarizing and Reflecting***Note: I have a routine (presented first) as well as a strategy (presented second) in this section of my lesson plan. Both have an application section, as well.Counting Sound and Syllables Routine:Tell students that they are going to learn how to count the number of sounds in a word.Explain to students why it is useful to know how many sounds are in a word. “Knowing how many sounds are in a word and what letters make specific sounds are important. If we know what letters make certain sounds when we hear sounds, we can spell.”Ask students to tell of the letters they know and the sounds that those letters make. Refer to a letter chart if necessary. Ask students to say the letter and its corresponding sound.Tell students that the sounds that they just covered come together in order to make words.Tell students that you are going to practice learning sounds with them by using a familiar ment: This activates students’ prior knowledge about what they already know about letters, and it gives students a short introduction to the lesson to ment: I would maybe print words of discussion off for students who are struggling. These students could have the words in front of them. That way, students could tap the letters as they hear the sounds instead of trying to hear the letters without any visual. I would also discuss this routine with struggling readers beforehand. For ELL’s, I would discuss the routine beforehand and allow the students to practice the routine with a word or several words in their own language first.Read The Three Little Pigs to ment: I chose this text because it is one that might be familiar to students. So, instead of focusing too much on the story itself, they can focus on the routine. I also chose this text because it includes words with three sounds.After reading, select a two- or three-sound word to model the number of sounds to students (example: met).Model for students:Say the word slowly by stretching it out; tell students that the word met has three sounds. Use a think-aloud:“Let’s listen carefully to this word and try to hear all of the word’s different sounds (stretch out the word). How can I know how many sounds I hear in the word? I say the word very slowly (demonstrate this again); I think about what I hear. At the beginning of the word, my lips are pressed together and I hear the ‘mmm’ sound; clap once. I am going to add the next sound that I hear (say m (clap) ? (clap), leaving of the t). I hear another sound; my mouth is open for this sound. I am going to say the rest of the word (say m (clap) - ? (clap) – t (clap)). My mouth came back together and I heard the ‘t’ (not the letter, but the sound) sound. Now, I can count the number of sounds that I heard. I am going to clap again.Clap at each sound in the word.I heard three sounds. Do you all hear the three sounds? I hear m- ? -t, and now I blend them together and I hear met.”Comment: Students need to understand what makes the sounds separate from one another, which is why I began with part of the word and ended with the whole.Tell students that they are going to practice this routine with you.Tell students to clap along with you as you repeat counting sounds with the same word – m?t.Stretch the word out again.Tell students to practice as a whole class.Ask students to tell you the individual sounds that they hear.Have students tell you how many sounds they ment: I wanted students to repeat the example already modeled to them so that they could duplicate the exact instruction; this way, they already know when to clap. Hopefully, the repetition will allow them to understand why they are clapping at certain points.Use other examples such as let and not. Slowly say the word and clap once for each sound in the word; this models how to differentiate between sounds. Ask students to clap, too.Use a think-aloud:“Let’s listen carefully to this word and try to hear all of the word’s different sounds (stretch out the word). How can I know how many sounds I hear in the word? I say the word very slowly (demonstrate this again); I think about what I hear. At the beginning of the word, my tongue is on the roof of my mouth I hear the ‘lll’ sound; clap once. I am going to add the next sound that I hear (say lll (clap) ? (clap), leaving of the t). I hear another sound; my mouth is open for this sound. I am going to say the rest of the word (say lll (clap) - ? (clap) – t (clap)). My mouth came back together and I heard the ‘t’ (not the letter, but the sound) sound. Now, I can count the number of sounds that I heard. I am going to clap again.Have students practice let with you.Students should clap.Students should tell what sounds they hear and how many sounds they hear.Teacher monitors and corrects and guides if needed.Practice counting the sounds in this word at a little bit of a faster ment: Just do this so students can understand that the strategy can be, and should eventually, be applied to words in a relative fast ment: This routine provides students with a systematic and regular routine that they can use to identify sounds (phonemes) in words.Talk to students about what they have learned.Use a discussion and ask students to give one of the examples used in the instruction.Ask students why they learned this.Ask students why it would be important for them to know how many sounds are in words.Connect this lesson to reading.Ask students when this strategy would be useful or when they might use ment: Students need to verbalize to understand and connect the routine to reading.____________________________________Visualizing Narrative Text StrategyAsk children to discuss how they know what people and things in stories look like when there are no pictures. For example, “If someone is reading you a story with no pictures, how do you know what the people in the story look like?”Comment: This relates the strategy to students’ experiences. This lesson can be taught to children at diverse literacy levels.Tell children that they are going to learn to make pictures in their heads to go with a story.Look at the poster board for this strategy and discuss it with ment: This lets children know what they are about to be doing.Tell children they are going to listen to a story about a crap in the ment: Relates lesson to something familiar; this could be a topic that they have studied. It may be helpful to talk to ELLs prior to the lesson; they could summarize what they know about the ocean and craps before the lesson begins to get a head start on the ment: I chose this text because it provided good opportunities for visualizing, and the subject matter is something that kindergarten students are likely to know about. It is segmented into pages that provide good opportunities for visualization, as well.Show the cover of the book I’m the Only Blue Crab! Point to and talk about each of the items shown. Read the title, and tell the children that you can already make pictures in your head that allow you to see more than what is presented on the cover. It would be helpful for ELLs to match photographs to pictures on the cover as they repeat the names of the animals and other ment: This lets students know how the strategy works and how to use it.Model visualizing using the think-aloud below.Teacher think-aloud:“When I look at the cover of I’m The Only Blue Crab! I see a blue crab that looks very sad. I also see a lot of red crabs; they are going in the opposite direction of the blue crab. I see sand and water. I know that many crabs live at the beach, so I am going to guess that this place is the beach. In my mind, I have a picture about what is in the ocean. I see crabs and a lot of fish that look a lot alike. In my mind, I see all of the fish swimming around one another.”Ask students to make pictures in their heads and share them.Ask students to expand on their thoughts and ment: This gives children a chance to think aloud and practice visualizing. ELLs can share the names of animals in their native language during this time.Tell students to listen carefully as you read the words on the first page of the story and then listen as you think aloud about the pictures in your head that go with the words that are being ment: This models for children how to make pictures to go with words and also models how their prior knowledge contributes to visualizing. Teacher think-aloud:“When I listen to the first page of the story, I learn that the blue crab (from the cover) is Blue; Blue is her name. I now know that Blue is very different from the other crabs because of her color; the other crabs are all red. I can see Blue being very sad because the other crabs do not want to be her friend. I see the other crabs (all red) having fun together while Blue is playing by herself. I see them ignoring her. I see the red crabs with mean faces because they do not seem very nice.”Have the students read the text on the page as you read it aloud:Many fish in the sea are different colors. For example, fish, sharks, stars, seahorses, and more! Comment: Since the text was read aloud, all students can participate.Teacher Think-aloud:“At first, I pictured all of the fish in the ocean looking like one another. Now, I learn that the fish are many different colors, so I have changed my pictures. Instead of the fish looking the same, I see many different colored fish. Now, I see all of these different colored fish swimming ment: This lets students see that visualizing changes after new information is revealed.Continue by having students read with you as you read aloud. First, have students make and revise their pictures in their heads. After that, ask volunteers to share their images with the class by describing what these images look like. Comment: Students that are learning English can draw what they see in their heads if they ment: Struggling readers can simply use pictures as a guide to follow along with ment: Students are trying what they have learned. Some student may need prompting and more modeling with think-alouds. The teacher can assess the level of need as the lesson progresses. Very young children may need help understanding that though visualizing takes place in their heads, it must be based on a combination of their own knowledge and what the words say. Emphasize that mental pictures change as we read and acquire new information about the story. Graphic organizers can be used; children can write or draw the new information that occurs in the story.Ask children to explain what they can do when they hear or read stories; what helps them picture what is ment: With continued minilessons, children will learn that they will still visualize pictures to enhance understanding even when there is art on the pages of stories.Ask children to talk about when they might use this strategy.Show the students a strategy poster.8:40Reading: Application of Skills and Strategies Counting Sounds and SyllablesK.4 The student will identify, say, segment, and blend various units of speech sounds.d) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes).______________________________VisualizingK.9 The student will demonstrate comprehension of fictional texts.b) Relate previous experiences to what is read.d) Begin to ask and answer questions about what is read.g) Discuss characters, setting, and events.Before Reading - 1During Reading - 2After Reading - 3Counting Sounds and SyllablesReview what students have learned during their “learning skills and strategies” lesson instruction.Tell students they will apply what they have learned.Pair students. Identify three pictures on the letter chart with only three phonemes (ex: cat, dog, hat, rat, etc.) Tell students that they are going to count the sounds in these words by using the routine that they have ment: I chose to use pictures on the letter wall so that students are focusing on the sounds they hear, not the number of letters they see in a word. This way, discussion of students is focused where it should be.Monitor the room to give guidance when needed, but allow students to have independence during this activity, as ment: Assessment would have to be done in this activity through monitoring and observations. Since the goal of the lesson is for students to focus on sounds, not letters, the lesson should be more auditory and oral instead of visual and ment: I would pair a struggling reader with an advanced student during this activity. I would still allow an ELL to participate in the activity by using his or her own language. A prior sheet would have to be made so that the teacher was aware of words with three phonemes for the ELL student in said student’s language. After practice of a few words in one’s native language, I would encourage the student to try one or two words in English.____________________________________VisualizingStudents, with a partner, will pick a book to read that is accompanied by an auditory version.Students will read with a partner; this reading will be accompanied by an auditory version of the book. Students will look at the cover and try to visualize pictures in their minds of other things that could be taking place, that are unseen, on the cover.After each page, the students will pause the auditory version of the book and discuss what they see happening. Students can draw a sketch of what they visualize in boxes (one box and picture per page). They might need to revise or add to the images they are visualizing.Have a discussion with students. Ask students how the strategy has been useful. What have they learned? How did they apply the strategy? Where else can the strategy be used?Comments:ELLs: Can draw what they are visualizing.Struggling Readers: Can be paired with a peer who understands the strategy and can aid the struggling reader in developing the ment: Assessment can be made by looking at students’ sheets. The teacher should be able to see how students’ visualizations change as students continue through the book.9:00Independent WritingDuring this time, students write what they want to write. This opportunity provides students with experience in writing; it also gives them needed practice time to become proficient and establish the habit of daily writing.ELLs can draw pictures to substitute words; other students who struggle may also use this ments: This practice allows students to develop the understanding and habit of writing. This is a great gateway for students to express themselves; this freedom of expression might make independent writing an activity to look forward to and, therefore, result in students developing a desire to write. 9:20Word StudyK.11 The student will print in manuscript. a) Print uppercase and lowercase letters of the alphabet independently.1. The teacher will model what students are to do during this station. The “I Can…” list of statements can be discussed with students so that they will know what to do and what to aim for in the station when they are by themselves. Review the “I Can…” list with students. I can:Sort letters based on their characteristics.Make letters with play dough.Sorting2. Students can sort letters in a pocket chart. There will be six pockets that students can put letters in based on the qualities that letters have. These qualities or features include: sticks, circles, dots, humps, tails (hooks) and ment: This helps students get acquainted with letters and notice their similarities and ment: Assessment can be made by looking at pocket charts; tell students to leave their work. If students had time, they could practice writing their letters in a chart. For example, under a table labeled “hooks,” students could write the letter q.3. Making LettersThe students will manipulate playdough in order to convert it into a letter or different ment: This also helps students get acquainted to the features of letters. Taking the time to form these letters should result in the remembrance of their form or the ments:Differentiation for Struggling Readers: Assign specific tasks to groups of students based on needs. Post a chart in the station with colored squares and students’ names written on clothespins and clipped to the appropriate color on the chart; this is an indication of what they might work on.ELLs: maybe just have ELLs work on matching letters first.9:40Big BooksSOL:K.5 The student will understand how print is organized and read.b) Identify the front cover, back cover, and title page of a book.c) Distinguish between print and pictures.d) Follow words from left to right and from top to bottom on a printed page.Tell the class that you have been reading big books together since school started. Tell them that they are now going to read the books on their own.Review the “I Can…” list with students. I can:Point to the words (or lines) as I read.Read the words with highlighter tape on them. Write my connections on sticky ment: Lets students know what they are trying to accomplish.Remind children that they need to be careful with the books; be explicit about what is expected at the station and why.Model exactly what you want students to do while they are at the work station.Activity:Students will take turns reading with a partner. They will use their witch’s fingers to follow along with the words on the pages as they read.During reading, students can use props and act out what is happening in the story.After reading, have children talk about what they read.Did they have a favorite part? Have students put a sticky note on the page of their favorite part; they can initial this sticky note.Have students go back through the book and locate words that have highlighter tape under them. Tell students to try to identify these words.These should be high frequency words that have already been reviewed and studied.Each child can have a checklist; if they recognize highlighted words, they can check the word off of their list. If not, students should not ment: Using a pointer allows students to become familiar with how print is read. Acting out the story helps student understand that books convey meaning of some sort. Discussion helps students learn summarizing. Asking students to find their high frequency words makes them better readers and allows them to develop ments:Struggling Readers: A variety of books could help meet the interests of different students.Colored dots can be used to help struggling readers find easier material to read.ELLs: Maybe provide books in ELLs’ native languages. Provide ELLs with books that are familiar to them and have already been read in ment: Assessments can be made by looking at the students’ sticky notes, sharing time, and asking students (during sharing time) to name words they recognized with highlighter tape under them. Also, students’ check lists can be studied.10:00Drama StationK.9 The student will demonstrate comprehension of fictional texts.f) Retell familiar stories, using beginning, middle, and end.Find a book that you’ve read aloud several times that is a favorite of the students.Tell students the “I Can…” statements:Read and retell a book.Use props to retell a ment: Lets students know what they will be doing.The teacher should model how to retell a book and how to use props in retelling a book.Model how to use props appropriately, and explain the consequences if the props are used inappropriately.Activity:Two students have the book with them to use as a guide.They point to the pictures and match the characters to their props.Students act out the story using the props that they are ment: This helps with summarizing, comprehension (as students need to remember what has been read), and ment: Assessment can be made during “sharing time” as well as through observations (when possible) and through discussion with ment:Differentiation: A variety of books could help meet the interests of different students.Struggling Readers: Colored dots can be used to help struggling readers find easier material to read.ELLs: Make sure that ELLs have heard the text read before.10:20Writing: Learning to WriteK.12 The student will write to communicate ideas for a variety of purposes.c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences.IntroductionTeacher ModelingStudent Modeling and Guided PracticeTeacher Modeling Student Modeling and Guided PracticeSummarizing and ReflectingAsk students if they have ever told someone, a family member or maybe a friend, about something they saw when they were not with said family member or ment: This develops the basis for the lesson and relates to students’ experiences. Tell students that they will learn to describe something they see or have seen by writing a ment: Lets children know what they will be learning.Place a piece of paper with a picture of some sort (a school bus in this case) and guided lines for writing on an overhead projector; this will be used to do a think-aloud.Tell students that you are going to show them, by using a picture first and then a sentence, about something you experienced yesterday, this morning, last night, etc.Think-aloud: “Today, I am going to model how to write a sentence about what I see. First, I am going to look at the picture on my paper. I see that it is a school bus. The school bus is not colored, but I know that most school buses are yellow. So, now I am going to make a sentence about the picture that I see. I am going to write ‘The bus is yellow.’”Model everything for students: capitalization, punctuation, spacing between words, limited spacing between letters that are included in the same word, etc.“My sentence says, ‘The bus is yellow.’ So, what I just did is called describing. I am describing or telling someone else something about the bus. We can use sentences and writing to tell other people about things that we have seen or experiences that we have had.”Have student(s) pick one object in the classroom that they want to describe through writing.Ask student(s) to describe, or tell you, something about the object.Ask students, or acquire answers using appropriate probing questions, about parts of the sentence (capitalization, spacing, punctuation, etc.) as you write the sentence on the overhead. Students watch teacher write on the overhead and they write the sentence by copying the teacher’s sentence; students do this on their own paper.Teacher monitors the room to assist students if assistance is needed.Write their responses on the board. Probe with questions if they left out anything critical.Using students’ list on the board, ask students to help you create and form a new sentence.While forming the new sentence, check off spots on the students’ newly formed list to make sure that you have applied everything necessary to correctly form a sentence.Ask students to identify important parts of a sentence.Ask students why it is important to correctly form sentences.Readers will understand what our sentences are trying to ment: ELLs can describe parts of a sentence in their native language.Struggling Readers: Struggling readers can tell the teacher what they want to say in their sentence and try their best and phoneme-grapheme correspondence; the teacher will guide both ment: Helps students understand the purpose of writing.10:40Writing: Developmentally Appropriate WritingK.12 The student will write to communicate ideas for a variety of purposes.c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences.ApplicationReflectionStudents will apply what they have learned during the “Teaching Skills and Strategies” section for writing.Give students a piece of paper with lines for writing that have already been formed. Above these lines, leave room for a picture to be drawn.Ask students to think of something they want to tell you about; then, ask the students to draw what they are thinking about in the space provided above the lines.Then, ask students to write words that describe their pictures or the object that they have ment: This gives students a chance to practice grapheme and phoneme correspondence. Try not to tell students how to spell anything even though it will be tempting. Encourage them to sound the words out and to do their best with spelling.Encourage students to reflect on how they have used the strategy that they have learned.Tell them to discuss how they can improve.Ask students where else they might use the ment: This helps students see how they have succeeded; it makes the strategy their ment: ELLs: Can be given cards that display the letter (a), a picture with the sound that said letter makes (apple); teacher can guide this student in forming a word or some words.Struggling Readers: Provide this student with her/her own, personal, small word wall to keep at their desk which has the letters of the alphabet with one word under each letter starting with said ment: Assessment can be made by looking at students’ pictures and determining how their words relate to pictures.Sharing Time Note:The students and teacher should join together after workstations and have “sharing time.” During this time, teachers can ask the class the following questions:“What did you do at the work station?”“What did you enjoy doing at the work station?”“Did you run into any problems during your time at the work station?”“If you had a problem, how did you solve the problem?”The teacher could ask students more direct questions about what the students did while at the work stations, as well; these questions might include the following:“Did you and your partner read together? Did you take turns?”“Did you read in characters’ voices?”“Did you take turns using puppets at the drama work station?”This is a good time to ask students what is working well for them at the work stations. It is also an appropriate time to ask what students liked about the work station and what they were interested in doing. This time is also valuable because teachers are able to note problems that occurred at the work stations; in doing so, they can plan an approach to solving said problems for the next class.Class One, Group Two – 1st Grade Lesson PlanSchedule:8:00 – Reading: Learning Skills and Strategies8:20 – Reading: Application of Skills and Strategies8:40 – Independent Reading9:00 – Big Books9:20 – Drama Station9:40 – Wordy Study10:00 – Independent Writing10:20 – Writing: Learning to Write10:40 – Writing: Developmentally Appropriate WritingTimeActivity and SOLs Procedures and Comments8:00Reading: Learning Skills and Strategies1.5 The student will apply knowledge of how print is organized and read.b) Match spoken words with print. c) Identify letters, words, sentences, and ending punctuation.Fluency Reading Routine (pg. 174)Identifying Important Information in A Narrative Text Strategy (pg. 116, 118)IntroductionActivate Prior Knowledge1.9 The student will read and demonstrate comprehension of a variety of fictional texts.e) Ask and answer who, what, when, where, why, and how questions about what is read.f) Identify characters, setting, and important events.Teacher ModelingStudent Modeling and Guided PracticeTeacher ModelingStudent Modeling and Guided PracticeSummarizing and ReflectingFluency Reading Routine:Select a book each child can read, or have children select their own from choices that you have provided.Have children read the book silently.Move from student to student, asking each to read sections aloud to you.Note speed of reading and accuracy.Observations will help you determine other skills that need to be taught.After reading, have children share and discuss their books with each other for a few ments: This routine helps readers develop fluency, and it provides the teacher with an opportunity to make observations.Ask students to tell you about a familiar story, preferably something that the whole class has read.Ask the students some questions about the book:Who was in the book?Where were the people in the book?What happened in the book?Comment: Builds a basis for what students are about to be doing; activates prior knowledge.Tell students that good readers are able to answer these questions after they have read a book. Share terms with students: The person/animal in the book: character. The place where they were: setting. What went wrong in the book: problem.How the problem was solved: action.How did the book turn out or end after the problem was resolved: outcome.Tell students that knowing important information helps a reader makes sense of the story.Show students the poster for this strategy and discuss it with them.Tell students that they are going to learn how to identify important parts of a ment: Lets students know what they are going to be learning.Tell students that you are going to show them how to identify important information, like the things listed above, in a ment: Lets students know what they are going to be doing.Use a book that might be familiar to students; one that is available to them in the classroom would be a good choice. Use a think-aloud while reading. This think-aloud will be with Cinderella. Pause at parts of the story that identify important information. The following think aloud is an example:Teacher think-aloud:“I know that Cinderella is a character, or person that is in the story. And Cinderella is at her house cleaning the floors. If she is at her house, then her house must be the setting. A setting is where the story is taking place.” Comment: I chose this book because there is an obvious problem, action, and outcome; if students have not read the book, they might at least be familiar with the story.This information could be written on the board or somewhere else in the ment: Shows students how to identify important information. Finish the story and ask the students if they can provide more important information.Who else was in the story?What other places were mentioned in the story?Include this information on some sort of chart that can be displayed.Discuss why the students given answers fit or do not fit within the five categories of important information of a narrative ment: Having a display somewhere in the room lets students have a referral and reminds them of what they can look for as they read.Ask questions, through another think aloud, about the important information that is listed on the chart but has still not been covered.Think aloud:“Okay, I know who was in the story, or the characters, and I know where the story took place, the setting. Now, what information do I need to include? I’m still missing the problem, the action, and the outcome. I think the biggest problem of all was that Cinderella lost her slipper and had to go back to her home with her mean step-mother and step-sisters. The action, or what helped to solve the problem, was when the prince kept looking for the girl that fit into the slipper; he discovered that it was Cinderella.”Record this information so that students can see it.Ask students what parts of the story that they have covered so far; refer to chart. Ask students what is missing – outcome.Ask the students to think about:What the outcome is; discuss this with the class.What the outcome is in Cinderella; have students discuss with one another and with you, the teacher.Include this information on the chart displayed in the room or on the board.Ask students, “What kinds of important information can we look for in a story?”Review the poster board and discuss it in relation to the story read.Talk to students/have a discussion about why it is important and helpful to identify important information.Ask students where else they might use this ment: Constructing meaning can be improved when students learn a strategy for identifying important information.8:20Reading: Application of Skills and Strategies1.9 The student will read and demonstrate comprehension of a variety of fictional texts.e) Ask and answer who, what, when, where, why, and how questions about what is read.f) Identify characters, setting, and important events.1, 2, 3 – Before Reading4 – During Reading5 – After ReadingHave a worksheet for students with important information for a narrative text (the worksheet should look like figure 4.3 on page 118 of Cooper).Go over this worksheet so that there is no confusion.Fill in parts of the worksheet with the important information from Cinderella. Review the important parts of the story that have already been discussed and ask students to explain the important parts of the story and why the previous recordings fell under these categories.Tell students that they are going to read through a book and list the important information on the same type of worksheet.Provide students with options, maybe two or three books, to choose from.Students can do this activity with a partner.Have a discussion with students. Ask students how the strategy has been useful. What have they learned? How did they apply the strategy? Where else can the strategy be used?Comment: Assessment can be made by seeing what information students picked from their readings. Was the information important?8:40Independent ReadingSelf-selected reading – Students choose and read books of their own choosing during this time. Different books should be displayed and accessible for students in the classroom library.Fluency building – Students read books that are at their independent and instructional reading levels; the books used for self-selected reading can be used for practice through repeated ments: This time helps students develop fluency.9:00Big Books Station1.5 The student will apply knowledge of how print is organized and read.c) Identify letters, words, sentences, and ending punctuation.Tell the class that you have been reading big books together since school started. Tell them that they are now going to read the books on their own.Review the “I Can…” list with students. I can:Point to the words (or lines) as I read.Find words I ment: Lets students know what they are trying to accomplish.Remind children that they need to be careful with the books; be explicit about what is expected at the station and why.Model exactly what you want students to do while they are at the work station.Activity:Have students read the book using their witch’s fingers.Provide students with big book task cards for after reading.These cards should have words on them that the students have seen before, but maybe not sight words. Encourage students to sound these words out, and try to pronounce the word.Tell students to go back through the book to try to locate the word.Students can place the big book task cards on the page where the word on the card was ment: This activity helps with identification of words and phonics; it helps with grapheme-phoneme correspondence.Differentiation: A variety of books could help meet the interests of different ment: Assessment can simply be made by locating the students’ cards within the book.9:20Drama Station1.9 The student will read and demonstrate comprehension of a variety of fictional texts.i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.Model for students.Tell students expectations and go over “I Can...” statement for the work station. I can:Read a play with a friend.Make and use character cards.The students will create character cards for reading a script.Tell students to take a look at the play and all of the characters.Tell students to copy the characters’ names onto their index cards.Students should distribute these cards amongst themselves (two at the station) and read the parts of the characters assigned to them.After the students have read the play once, they can switch and read different characters’ ment: This station is an opportunity for students to practice their writing, to see how a play is written, to read with expression, and to practice ment:Differentiation: A variety of plays could help meet the interests of different ment: Ask students during “sharing time” about the characters at their drama station. Students could write a short reflection or a few sentences about why they enjoyed or did not enjoy being a particular character.9:40Word Study Station1.6 The student will apply phonetic principles to read and spell.h) Read and spell commonly used sight words.The teacher will model what students are to do during this station. The “I Can…” list of statements can be discussed with students so that they will know what to do and what to aim for in the station when they are by themselves. Review the “I Can…” list with students. I can:Recognize and spell high-frequency site words correctly.Make and read words with magnetic letters.Students will look at the word wall and pick a word that they can sound out and read.The students, once they have chosen their word from the word wall, can begin looking for the first letter while making the sound of said letter. Then, students can look for the second letter and make the sound of it. This should continue until the word is complete and the students have sounded out the entire word.Students should have a full word. Students should segment the sounds that they here by using another magnet to place under the letter that they are producing the sound for.Students should blend the word by placing together all the phonemes that they hear.Students should say the ment: This activity helps with segmenting and blending. It also gives students practice at producing words.Differentiation: Assign specific tasks to groups of students based on needs. Post a chart in the station with colored squares and students’ names written on clothespins and clipped to the appropriate color on the chart; this is an indication of what they might work ment: Assessment could be made if students copied their spelt word from magnets onto paper.10:00Independent WritingDuring this time, students write what they want to write. This opportunity provides students with experience in writing; it also gives them needed practice time to become proficient and establish the habit of daily writing.ELLs can draw pictures to substitute words; other students who struggle may also use this ments: This practice allows students to develop the understanding and habit of writing. This is a great gateway for students to express themselves; this freedom of expression might make independent writing an activity to look forward to and, therefore, result in students developing a desire to write. 10:20Writing: Learning to WriteIntroductionThe student will write to communicate ideas for a variety of purposes. d) Use complete sentences in final copies. e) Begin each sentence with a capital letter and use ending punctuation in final copies. Teacher ModelingStudent Modeling and Guided PracticeTeacher ModelingSummarizing and ReflectingAsk students if they have ever told someone, a family member or maybe a friend, about something they saw when they were not with said family member or ment: This develops the basis for the lesson and relates to students’ experiences. Tell students that they will learn to describe something they see or have seen by writing a ment: Lets children know what they will be learning.Place a piece of paper with a picture of some sort (a school bus in this case) and guided lines for writing on an overhead projector; this will be used to do a think-aloud.Tell students that you are going to show them, by using a picture first and then a sentence, about something you experienced yesterday, this morning, last night, etc.Think-aloud: “Today, I am going to model how to write a sentence about what I see. First, I am going to look at the picture on my paper. I see that it is a school bus. The school bus is not colored, but I know that most school buses are yellow. So, now I am going to make a sentence about the picture that I see. I am going to write ‘The bus is yellow.’”Model everything for students: capitalization, punctuation, spacing between words, limited spacing between letters that are included in the same word, etc.“My sentence says, ‘The bus is yellow.’ So, what I just did is called describing. I am describing or telling someone else something about the bus. We can use sentences and writing to tell other people about things that we have seen or experiences that we have had.”Have student(s) pick one object in the classroom that they want to describe through writing.Ask student(s) to describe, or tell you, something about the object.Ask students, or acquire answers using appropriate probing questions, about parts of the sentence (capitalization, spacing, punctuation, etc.) as you write the sentence on the overhead. Write their responses on the board. Probe with questions if they left out anything critical.Using students’ list on the board, ask students to help you create and form a new sentence.While forming the new sentence, check off spots on the students’ newly formed list to make sure that you have applied everything necessary to correctly form a sentence.Ask students to identify important parts of a sentence.Ask students why it is important to correctly form sentences.Readers will understand what our sentences are trying to ment: Helps students understand the purpose of writing.10:40Writing: Developmentally Appropriate Writing1.13The student will write to communicate ideas for a variety of purposes. d) Use complete sentences in final copies. e) Begin each sentence with a capital letter and use ending punctuation in final copies. c) Revise by adding descriptive words when writing about people, places, things, and events.ReflectionStudents will apply what they have learned during the “Teaching Skills and Strategies” section for writing.Give students a piece of paper with lines for writing that have already been formed. Above these lines, leave room for a picture to be drawn.Ask students to think of something they want to tell you about; then, ask the students to draw what they are thinking about in the space provided above the lines.Then, ask students to write a sentence about their picture.Ask these students to add descriptive words in their sentences.Descriptive words could be explained to the student during this time, or students could have learned about descriptive words during a small group ment: This gives students a chance to practice grapheme and phoneme correspondence. Try not to tell students how to spell anything even though it will be tempting. Encourage them to sound the words out and to do their best with spelling. This add-in of descriptive words allows the activity to be differentiated for this group of students.Encourage students to reflect on how they have used the strategy that they have learned.Tell them to discuss how they can improve.Ask students where else they might use the ment: This helps students see how they have succeeded; it makes the strategy their ment: Assessment can be made by looking at students’ pictures and determining how their sentences relate to pictures.Sharing Time Note:The students and teacher should join together after workstations and have “sharing time.” During this time, teachers can ask the class the following questions:“What did you do at the work station?”“What did you enjoy doing at the work station?”“Did you run into any problems during your time at the work station?”“If you had a problem, how did you solve the problem?”The teacher could ask students more direct questions about what the students did while at the work stations, as well; these questions might include the following:“Did you and your partner read together? Did you take turns?”“Did you read in characters’ voices?”“Did you take turns using puppets at the drama work station?”This is a good time to ask students what is working well for them at the work stations. It is also an appropriate time to ask what students liked about the work station and what they were interested in doing. This time is also valuable because teachers are able to note problems that occurred at the work stations; in doing so, they can plan an approach to solving said problems for the next class.Class One, Group Three – 2nd Grade Lesson PlanSchedule:8:00 – Independent Writing8:20 – Independent Reading8:40 – Reading: Learning Skills and Strategies9:00 – Reading: Application of Skills and Strategies9:20 – Big Books9:40 – Drama Station10:00 – Word Study10:20 – Writing: Learning to Write10:40 – Writing: Developmentally Appropriate WritingTimeActivities and SOLsProcedures and Comments8:00Independent WritingDuring this time, students write what they want to write. This opportunity provides students with experience in writing; it also gives them needed practice time to become proficient and establish the habit of daily writing.ELLs can draw pictures to substitute words; other students who struggle may also use this ments: This practice allows students to develop the understanding and habit of writing. This is a great gateway for students to express themselves; this freedom of expression might make independent writing an activity to look forward to and, therefore, result in students developing a desire to write. 8:20Independent ReadingSelf-selected reading – Students choose and read books of their own choosing during this time. Different books should be displayed and accessible for students in the classroom library.Fluency building – Students read books that are at their independent and instructional reading levels; the books used for self-selected reading can be used for practice through repeated ments: This time helps students develop fluency.8:40Reading: Learning Skills and StrategiesMaking Connections Strategy (pg. 124)2.8 The student will read and demonstrate comprehension of fictional texts. b) Relate previous experiences to the main idea.Introduction Teacher ModelingStudent Modeling and Guided PracticeTeacher ModelingStudent Modeling and Guided PracticeSummarizing and ReflectingAsk students if they have ever seen something on television that reminded them of something that has happened in their own lives. For example, the teacher can do a think-aloud and say: “For example, I was watching one of my favorite shows, and one of the characters on the show was putting up a Christmas tree with their family. This reminded me of when I was a child and put up decorations with my family.” Tell students that this is a connection that you made to the television program. Explain to students that connections can and should be made to texts, too.Tell students that good readers make connections with the book. Good readers can connect he book to their own life experiences, the world, and to other books that they have read.Tell students that we should always try to make connections to books before we read them; it could help us if we think about what we might already know about a subject or topic before we read about it.Tell students that they are going to learn how to make a connection between a book and their own lives; they are going to see if something they read or see in the books can relate to them. Tell students that you are going to show them how to make ment: This lets students know what they are about to learn and why learning it is important.Show students the cover of Under the Sea.Have a K-W-L chart displayed on the overhead projector or the smartboard (If students have not completed a K-W-L, then explain it to them). As the teacher, write what you know, want to know, and leave the last space for “What I Have Learned” blank. Tell the students that you know that fish live under the see.Tell the students you want to know what other animals live under the sea.Again, show students the cover of Under the Sea, and then access further personal experiences by thinking about what connections you could make. I chose this book to model because it could be something that has been studied previously. Even if students had never been to the ocean, they may know some things about the sea based on TV shows, movies, books, etc.Use a think-aloud to answer one or two of the following questions and show students the strategy poster: What connections can I make from this topic to my own experiences?What other texts have I read that have connections to this text?What connections can I make between this text or topic and the world?Think aloud:“As I am looking at this cover, I realize that I could connect to this book in several ways. When I saw the jellyfish, I remembered that I have actually been stung by a jellyfish before, so I already knew that they lived in the ocean.” Ask students if they can make any connections to the text using their own life experiences.Ask for volunteers.Probe students with guiding questions if they are having trouble thinking of something.Write these connections on the board. Continue with the think-aloud:Think-aloud:“I made some other connections, too. I remembered that one of my favorite books is about a mermaid who lives under the sea; it’s called Ariel. Ariel is a mermaid who is friends with many sea creatures; she is friends with fish and a crab. She runs into trouble with two eels and an octopus. So I already knew about these sea creatures, too. I can connect what see on the cover to the rest of the world because I know that oceans surround all of our continents. So, other people probably know about these sea creatures, too.”Comments: This strategy teaches students to make connections, which can further their comprehension of a topic. This is the introduction of a strategy that readers will use for the rest of their lives. Start reading the text.Explain to students that they will continue to make connections as they read, and their connections might need to be dropped or adjusted.Ask students if they can make any other connections to what is being read. Go to clownfish page of Under the Sea. If students do not make a connection, probe them with questions.“Has anyone ever seen a character on a movie that looks like this fish?” – Finding NemoExplain to students how this is a connection.Ask students why it is important to make connections to texts; review the poster.Ask students how they can make these connections.Ask students where else they may make these ment: Students need to understand that they can make connections to other types of texts and other areas of life.9:00Reading: Application of Skills and Strategies2.8 The student will read and demonstrate comprehension of fictional texts. b) Relate previous experiences to the main idea.Before Reading – 1, 2During Reading – 3, 4, 5After Reading – 6, 7 and ReflectionReflection2.8 The student will read and demonstrate comprehension of fictional texts. j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.Cooperative Reading RoutineReview making connections.Ask children to tell a neighbor one connection they made to Under the Sea.The students will choose a book from a selection that the teacher has chosen.Students will examine the cover and think about connections that they can make to the book before reading.The students will write these connections on index cards and place them under the index card that has the title of the book that they have chosen to ment: Cards can be used to make an assessment. Do the students connections to the text?All of the index cards will be connected to a piece of yarn/ribbon with clothes pins.Does the connection that the student made to the text make sense? Ask students to discuss this connection that they have made to the text if ment: This allows students to practice making connections. Students can see how making connections prior to reading helps them comprehend the text.Have a discussion with students. Ask students how the strategy has been useful. What have they learned? How did they apply the strategy? Where else can the strategy be used?Students will be assigned a partner to do cooperative reading with; they will do cooperative reading with Under the Sea because this book is familiar to both students.Explain and model the process of cooperative reading with students.Discuss Under the Sea while drawing as much as possible from the children.Have children take turns reading aloud sentences, paragraphs, or pages.Observe students to note their use of decoding skills and fluency.Direct students to briefly discuss what they have read with their partners.During discussion, the teacher can assess their comprehension skills instead of fluency or ment: This routine provides students an opportunity to use a familiar text to help develop fluency; the text should still be on the minds of students from the previously described lesson.9:20Big Books2.8 The student will read and demonstrate comprehension of fictional texts. b) Relate previous experiences to the main idea.Tell the class that you have been reading big books together since school started. Tell them that they are now going to read the books on their own.Review the “I Can…” list with students. I can:Point to the words (or lines) as I read.Write my connections on sticky ment: Lets students know what they are trying to accomplish.Remind children that they need to be careful with the books; be explicit about what is expected at the station and why.Model exactly what you want students to do while they are at the work station.Activity:Students try to make a connection to the book before they read it.Students read.As they come to parts of the books that remind them of something, students can initial a sticky note and write what the book reminded them of and what connections they ment: Students can see the connections their classmates have made to books, as ment: Assessment can be made by analyzing the students’ written connections. Do the student’s connections make sense in relation to the book?9:40Drama Station2.1 The student will demonstrate an understanding of oral language structure. a) Create oral stories to share with others. b) Create and participate in oral dramatic activities.Model and tell students expectations and go over “I Can...” statement for the work station. I can:Write a play.Read a play with a friend.Teacher will select a book for students to base a play on. The book should be one that has been read to students; it should be familiar.Activity:Students will discuss important parts of the book together; these are the points they should consider including in their play.A graphic organizer of important parts of a text would be helpful to hang in the station.Students will write the play together.Students will read the play together using assigned roles.Students will read with ment: This activity lets students have ownership in writing, it allows students to be expressive and creative, it combines writing and reading which has been proven to be ment: Assessment can be made by analyzing the students’ written plays. 10:00Word Study2.10 The student will demonstrate comprehension of information in reference materials. c) Use dictionaries, glossaries, and indices.The teacher will model what students are to do during this station. The “I Can…” list of statements can be discussed with students so that they will know what to do and what to aim for in the station when they are by themselves. Review the “I Can…” list with students. I can:Use the dictionary to look up words from my reading.Record what I found out in the dictionary in my word study ment: Lets students know what they are supposed to be doing.Activity:Students choose a book to read from a variety of books selected by the teacher.Students read books.If students come to a word that they do not know, that they have never seen before, or that they find interesting, they write the word down.After reading, students look up the word(s) in the dictionary. Students read the dictionary entry and write the entry down.A children’s dictionary might be more appropriate here so that definitions make sense and are applicable for students.Students will return to the text and locate the word(s) that they looked up in the dictionary.They will read the sentence with the words’ definitions in ment: This activity allows students to acquire a strategy that aids them in comprehending text. Comment: Assessment can be made by examining students’ written definitions and by asking students, during “sharing time,” if they learned any new words that day.10:20Writing: Learning to Write2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Recognize and use complete sentences.IntroductionTeacher ModelingStudent Modeling and Guided PracticeSummarizing and ReflectingAsk students if they have ever told someone, a family member or maybe a friend, about something they saw when they were not with said family member or ment: This develops the basis for the lesson and relates to students’ experiences. Tell students that they will learn to describe something they see or have seen by writing a ment: Lets children know what they will be learning.Place a piece of paper with a picture of some sort (a school bus in this case) and guided lines for writing on an overhead projector; this will be used to do a think-aloud.Tell students that you are going to show them, by using a picture first and then a sentence, about something you experienced yesterday, this morning, last night, etc.Think-aloud: “Today, I am going to model how to write a sentence about what I see. First, I am going to look at the picture on my paper. I see that it is a school bus. The school bus is not colored, but I know that most school buses are yellow. So, now I am going to make a sentence about the picture that I see. I am going to write ‘The bus is yellow.’”Model everything for students: capitalization, punctuation, spacing between words, limited spacing between letters that are included in the same word, etc.“My sentence says, ‘The bus is yellow.’ So, what I just did is called describing. I am describing or telling someone else something about the bus. We can use sentences and writing to tell other people about things that we have seen or experiences that we have had.”Have student(s) pick one object in the classroom that they want to describe through writing.Ask student(s) to describe, or tell you, something about the object.Ask students, or acquire answers using appropriate probing questions, about parts of the sentence (capitalization, spacing, punctuation, etc.) as you write the sentence on the overhead. Write their responses on the board. Probe with questions if they left out anything critical.Using students’ list on the board, ask students to help you create and form a new sentence.While forming the new sentence, check off spots on the students’ newly formed list to make sure that you have applied everything necessary to correctly form a sentence.Ask students to identify important parts of a sentence.Ask students why it is important to correctly form sentences.Readers will understand what our sentences are trying to ment: Helps students understand the purpose of writing.10:40Writing: Developmentally Appropriate Writing2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Recognize and use complete sentences.ReflectionStudents will apply what they have learned during the “Teaching Skills and Strategies” section for writing.Give students a piece of paper with lines for writing that have already been formed. Above these lines, leave room for a picture to be drawn.Ask students to think of something they want to tell you about; then, ask the students to draw what they are thinking about in the space provided above the lines.Then, ask students to write a sentence about their picture.This group of students should be focusing on their correct grammar, punctuation, capitalization, and spelling; after they have completed their sentences, ask them to review for all of the previously mentioned.These students can label their subjects and ment: This gives students a chance to practice grapheme and phoneme correspondence. Try not to tell students how to spell anything even though it will be tempting. Encourage them to sound the words out and to do their best with spelling. The add-in of labeling subjects and verbs makes the activity differentiated for this group of students.Encourage students to reflect on how they have used the strategy that they have learned.Tell them to discuss how they can improve.Ask students where else they might use the ment: This helps students see how they have succeeded; it makes the strategy their ment: Assessment can be made by determining the degree to which students can edit.Sharing Time Note:The students and teacher should join together after workstations and have “sharing time.” During this time, teachers can ask the class the following questions:“What did you do at the work station?”“What did you enjoy doing at the work station?”“Did you run into any problems during your time at the work station?”“If you had a problem, how did you solve the problem?”The teacher could ask students more direct questions about what the students did while at the work stations, as well; these questions might include the following:“Did you and your partner read together? Did you take turns?”“Did you read in characters’ voices?”“Did you take turns using puppets at the drama work station?”This is a good time to ask students what is working well for them at the work stations. It is also an appropriate time to ask what students liked about the work station and what they were interested in doing. This time is also valuable because teachers are able to note problems that occurred at the work stations; in doing so, they can plan an approach to solving said problems for the next class.Group 2: 3rd grade – 5th gradeTimeIRIWReading: S&SReading: Application Writing: Learning to WriteWriting:DA Word StudyWritingClassroom Library8:003548:205348:404539:003549:203459:4045310:0045310:203, 4, 53, 4, 510:403, 4, 53, 4, 5Note: All of my lesson plans are set up as if the content was being taught to students for the first time; for this reason, the lessons are in a mini-lesson format. Class Two, Group One – 3rd Grade Lesson PlanSchedule:8:00 – Independent Reading8:20 – Reading: Teaching Skills and Strategies8:40 – Reading: Application of Skills and Strategies9:00 – Independent Writing9:20 – Word Study9:40 – Writing10:00 – Classroom Library10:20 – Writing: Learning to Write10:40 – Writing: Developmentally Appropriate WritingTimeActivities and SOLsProcedures and Comments8:00Independent ReadingSelf-selected reading – Students choose and read books of their own choosing during this time. Different books should be displayed and accessible for students in the classroom library.Fluency building – Students read books that are at their independent and instructional reading levels; the books used for self-selected reading can be used for practice through repeated ments: This time helps students develop ments: ELLs can read text in their native language and texts can be labeled so that struggling readers have an idea of what is on their instructional and independent levels.8:20Reading: Teaching Skills and Strategies3.5 The student will read and demonstrate comprehension of fictional text and poetry. f) Ask and answer questions about what is read.Explicit Comprehension Strategy Routine for Generating and Answering Questions:***Note: Although practice is repeated in the explicit comprehension strategy routine, the repeated practice is more detailed in the “Generating and Answering Questions Strategy” listed below.________________________________Generating and Answering Questions StrategyIntroductionTeacher ModelingStudent Modeling and Guided PracticeTeacher ModelingStudent Modeling and Guided PracticeSummarizing and ReflectingExplicit Comprehension Strategy Routine for Generating and Answering Questions:Develop the concept of generating and answering questions with concrete examples: Wear a coat, scarf, and gloves inside and watch for students’ responses. Tell students that they were probably wondering why you were wearing these articles of clothing; tell students, “That was a question that you asked yourselves.”Now walk outside/towards the door. Tell students that if they realized that you were wearing all of these articles of clothing because you were going outside, then they answered the question they had posed. Discuss how students arrived at their answer.Read aloud a short paragraph that requires students to generate and answer a question. Tell students, “Listen to these few pages from the book Lost and Found and see if you have any questions:“Not here, not there. Where have you gone? Not on the sofa. Not under the cot. Not in the box. Not under my sister’s frock. Not under the pillow. Not under my bag. Sob, sob, where have you gone?”Comment: I chose to use this text to introduce the strategy because the questions are some that children would ask, and they would also have a natural curiosity about the answers to come.Discuss students’ responses; if they have difficulty, model using a think-aloud.“To me, it sounds like the narrator, or the person talking in this book, has lost something and they cannot find it. They are describing places that they have looked, but whatever they are looking for cannot be found. I have a question after reading along this far: ‘What is missing? What is the object being looked for?’ If I keep reading, I might find out.”Talk with students about how they arrived at their conclusions.Continue through this text.Select text that requires generating and answering questions.In this case, students are going to do a continuation of the same text.Model the use of generating and answering questions using a think-aloud. Provide repeated practice and application.“I am going to continue reading:Soon granny came back from her walk in the park. ‘Look what I found in the park.’ ‘It can sway, it can bounce. It can spin, it can dangle. ‘Ha-ha, hee-hee,’said Granny with a giggle.Now, I know more information. Granny found something. I have generated a new question: ‘Is what Granny found in the park the same object that the narrator is looking for?’ I can keep reading to find out.”Ask students if they have any questions that came to mind during these few pages of the book. Record these.Continue reading and using a think-aloud:“’Oh granny! Thank you so much! You have found my dear yo-yo!’ So, the object that was missing was a yo-yo. I know this because the narrator just said, ‘you have found my dear yo-yo.’ So, my question has been answered. I posed a question in my mind as I was reading, and I was able to answer it at the end of the text; I just had to keep reading.”Comments: Shows students how questions can be answered; shows how the strategy works. This strategy helps students make sense of texts._____________________________________Generating and Answering Questions:Ask students what they might do if they are told something that they do not understand.Hopefully, students will respond by saying that they would ask questions. If students do not give this response, probing questions might be necessary.Tell students that good readers ask questions as they read to make sure that what they are reading makes sense.Tell students that good readers improve their meaning construction by generating and answering questions of their own. In other words, readers improve their understanding of what they are reading if they ask and answer questions while they read; this is called generating and answering questions.Go over the strategy poster for generating and answering questions for a narrative text and explain steps to ment: Lets students know what they are going to do.Introduce The Zebra and the Giraffe to students. Tell students that you are going to show them how to generate questions using this ment: I chose this text because the length and words were appropriate for a third grade reading level. At the same time, this book was one that questions could be generated from without having already read the book. The topic, two animals, was something that was not above comprehension level for students at this level.Preview the text; read the title, look at the author’s name and other information. Look at the illustrations. Use a think-aloud so students understand what is going on:“Right now, I am going to try to understand a little about the book so that I can generate a question and try to answer that question while I’m reading. The book’s title is The Zebra and the Giraffe. The author’s name is Aniya Lyons. There is a giraffe and a zebra on the cover of the book. The zebra and giraffe are together on most pages of the book; the animals each have a lightbulb over their heads in certain parts of the story.”Read the first page of the book.Read the next step from the poster to students and use a think-aloud to model:“The next step on the poster says to ask a question about what will happen next in the story. Now I know that the giraffe and zebra are best friends. I am going to ask a question about the giraffe and zebra. Then, I will keep reading to try to answer my question. My question is, ‘Will the zebra and giraffe have a disagreement?’ I do not know the answer to my question.” Refer back to the poster; look specifically at the predicting part and go over this with students. Use a think-aloud:“Now that I have a question, I am going to predict what the answer to that question will be. I am going to take a guess, or predict, that the zebra and giraffe will have an argument about which animal is better. Now, I am going to continue reading to see if my question has been answered.Model with students how to decide whether or not a generated question has been answered; refer to the poster for guided questions. Do this using a think-aloud:“I am going to look at the poster; it gives me some questions to think about. First, the poster says, ‘Were all of your questions answered? Why or why not?’ I would say that my question was answered. The giraffe and zebra showed off to one another, but they didn’t really have a disagreement or an argument.”Have students help answer all of these ment: Shows students how to decide whether or not their questions have been answered; they need to have an explanation.Tell students, or show them, that there is a list of questions on the strategy poster to think about.Ask students how they will change the questions they asked themselves the next time they read a story.Tell students that they are going to practice generating and answering questions. Use the same text. Tell students to use the strategy poster as a guide for questioning the story.Allow students to read the next two pages silently; make sure that all students are finished reading before you move on.Monitor the room and make sure that all students understand the concept. If not, guide students.After students have had enough time to read the two pages, ask for volunteers to discuss their generated question(s) if they have any.Write their generated questions on the ment: ELLs can work with partners to generate questions. Discuss all of the students’ generated questions that are on the board.Read aloud with students.Pause on each page and refer to questions to see if any of these questions have been answered.Have students help in deciding if the questions were answered, where they were answered, and how they were answered.Model an example first using a think-aloud:“A question written on the board says, ‘Will the zebra be sad because he does not have a long neck?’ I came to a page that says, ‘So, the zebra got mad and tried to eat the leaves off of the tree, too.’ This told me that the zebra was mad, not sad about not having a long neck. So, my question was answered. No, the zebra was not sad, he was mad. This question was answered on page three of the text. The question I had was answered because I found the emotion, sadness, which the zebra was feeling.”Comment: This lets students know how to be sure that their generated questions were answered.Have students read through the next few pages of the text.Tell the students to generate questions based on what they are reading.Have students share with one another their questions and whether or not their questions were answered.Have students review the strategy poster.Ask students what it means to generate questions for reading.Ask students why this is important.Ask students where else they could use or apply this ment: Allowing students to verbalize this information may allow the importance of the strategy to be ment: ELLs can work with partners during the student modeling and guided practice section of this activity. The teacher might even have the text in the ELL student’s native language. This way, the ELL student can practice the strategy without having to worry about trying to make sense of the text. Struggling readers can work with partners who are fluent readers.8:40Reading: Application of Skills and StrategiesGenerating and Answering Questions3.5 The student will read and demonstrate comprehension of fictional text and poetry. f) Ask and answer questions about what is read.Before Reading – 1, 2, 3, 4During Reading - 5After Reading – 6 and ReflectionReflectionExplain to students what they are going to be doing; give clear, explicit instructions. Tell students that now that they know how to generate questions, they will generate questions for a book that is similar to the one that they have practiced the strategy on.Give students a book to use for the strategy.Provide students with sticky notes. If they have questions, they will write them on the sticky note.If questions are answered throughout the story, the student will place their question on the page that answers their question.On a different colored sticky note, the student will write how their question was ment: This lets students have some choice in the activity. Sticky notes allow the strategy to be more interactive with the book than a worksheet would ment: ELLs: ELLs can write their questions and answers to said questions in their native language. They should then explain to the teacher, orally, what their pieces of paper say.Struggling readers: Teacher might pick more simplistic texts for struggling ment: Assessment can be made by looking at students’ sticky notes to see if they asked questions relating to the story and if they were able to answer questions.Discuss the activity with students.How was it useful?What did they learn?Where else can the activity be used?Comment: Verbalizing leads to understanding.9:00Independent WritingDuring this time, students write what they want to write. This opportunity provides students with experience in writing; it also gives them needed practice time to become proficient and establish the habit of daily writing.ELLs can draw pictures to substitute words; other students who struggle may also use this ments: This practice allows students to develop the understanding and habit of writing. This is a great gateway for students to express themselves; this freedom of expression might make independent writing an activity to look forward to and, therefore, result in students developing a desire to write. 9:20Word Study3.4 The student will expand vocabulary when reading. b) Use knowledge of roots, affixes, synonyms, and antonyms.Model for students.Go over “I Can” statements.Give clear expectations.Students will do a word hunt.Students can look through a book chosen by the teacher and try to find roots, affixes, synonyms, and antonyms. Students will write words in their journals and discuss the meanings of words.9:40Writing Work Station3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Use complete sentences.Model for students.Go over “I Can” statements.Give clear expectations.Students, with a partner, will write a description of something in the room.Students should make sure that they include the name of the object that they are describing.Students will use a checklist at the station to review their sentence structure.Students will discuss their sentence formation (grammar, capitalization, punctuation, and spelling) with one another.10:00Classroom Library3.5 The student will read and demonstrate comprehension of fictional text and poetry. b) Make connections between previous experiences and reading selections.Model for students.Go over “I Can” statements.Give clear expectations.Students will write their connections to books on a sticky note.They will put the sticky notes in the back of the book with their connections written on said sticky notes.When others come to the classroom library to read, they can look at their classmates’ ments: Gives students’ a chance to learn from their classmates.10:20Writing: Learning to Write3.9 The student will write for a variety of purposes. b) Use a variety of prewriting strategies.IntroductionTeacher ModelingStudent Guided PracticeSummary and ReflectionTell students that they are going to learn a prewriting strategy to help them gather information about a topic that they are writing about. Tell students that the strategy is called brainstorming.Explain brainstorming to students. Tell them that they will write all that they know about a particular ment: Lets students know what they are going to be doing.Tell students that you are going to show them how to use brainstorming to activate their prior ment: Lets students know why brainstorming is important for writing.Pick a topic; tell students that you are choosing a topic just as an example. The topic is the season of fall.Tell students not to worry about throwing out their ideas once they have them down; this can be done later.Use a think-aloud and model how to generate ideas for fall using brainstorming:“I know my topic is fall. Now, I’m going to write everything that I know about fall. What I write can be bullet points. I just need to be able to refer back to my list, so I must make sure that everything I write is clearly explained. I know that fall is after summer and before winter. I know that it gets cool during fall. A lot of trees lose their leaves during fall. Leaves change colors. Football is played during the fall. It often rains a lot during fall. Fall usually happens during September, October, and November.”Make sure all of these points are displayed on the board as the teacher does his/her think-aloud.Tell students that you are now going to group what you have listed into groups that make sense to you. Give each group a label. Think-aloud:“Now, I am going to group everything I have listed into categories and label them. ‘Fall is after summer and before winter’ and ‘fall usually happens during September, October, and November’ can be grouped as ‘when,’ because those examples describe when fall takes place. ‘I know that it gets cool during the fall’ and ‘it often rains during the fall’ both relate to the weather; I will categorize them as ‘weather.’ Then, ‘A lot of trees lose their leaves during fall’ and ‘leaves change colors’ both have something to do with leaves during the season of fall; I will categorize these two statements as ‘leaves.’ I could add my statement about football, but I think I might just throw it out. Comment: Throwing out the football statement lets students know that not everything written in the brainstorming activity has to be included in their writing.Now, I have everything that I have labeled into categories.”Tell students that you now have some general ideas about what you could include in your writing about fall.Ask for a volunteer to pick another topic so that students can practice brainstorming.Write the topic on the board.Tell students to brainstorm ideas about said topic; ask students to raise their hand if they have something to contribute about the topic.Write all of students’ ideas on the board.Collaborate with students on how to categorize items; let them try to do this, but guide and ask probing questions if necessary.Ask students what the point of brainstorming is.Ask students how brainstorming helps them in writing.Ask students where else they could use brainstorming.Ask students to give you an overview of how to brainstorm. What are the basic steps in brainstorming?Comment: ELLs can share words in their native language that have the same meaning as the English words on the board. This way, ELL students can pair the words in both languages.Struggling Readers can be told that it is okay if they do not spell every word right during their brainstorming process. These students should be told to do their best, and corrections can be made later.10:40Writing: Developmentally Appropriate Writing3.9 The student will write for a variety of purposes. b) Use a variety of prewriting strategies.IntroductionIndependent PracticeApplicationReflectionStudents will apply what they have learned during the “Teaching Skills and Strategies” section for writing.Tell students that they are going to brainstorm about a topic in their journals. Let students know that the topic that they are going to brainstorm will be something that they write about later ment: Might help some students decide on a topic if they know what they will be doing with said topic.Tell students that they should be writing down things about the topic that they know just as you, the teacher, have demonstrated ment: Lets students know that this topic should be something that they already know some information about.Monitor the room to make sure that students have chosen a topic and that they have information written about said topic.Use thought provoking questions to guide students if they are having trouble. If this does not help, try to help the student pick a topic of interest that he or she is knowledgeable about.Ask students to group their ideas based on similarities or categories; make sure that students know the reason for doing this is so that the paper or writing activity can be easily written later on.Monitor the room during this time to provide assistance when needed.When all students have finished, pair students so that they can share their ideas with others; students should explain what they know about their topic and why their ideas have been grouped in a certain way.Students can why they think this strategy could be helpful when it was time to write about the ment: Verbalizing their rational might give students more clarification as to why they did something in a certain ment:ELLs: ELLs can write down their ideas and group them in their native language; encourage students to do their best at translating some words into English.Struggling Reader: Remind struggling readers that they do not have to write in complete sentences during brainstorming; they can just write enough to get their point ment: Assessment can be made by observing how students categorize their brainstorming ideas.Sharing Time Note:The students and teacher should join together after workstations and have “sharing time.” During this time, teachers can ask the class the following questions:“What did you do at the work station?”“What did you enjoy doing at the work station?”“Did you run into any problems during your time at the work station?”“If you had a problem, how did you solve the problem?”The teacher could ask students more direct questions about what the students did while at the work stations, as well; these questions might include the following:““Did you write a book review? What did you write about?”“Did you find transition words? What were they?”“Did you see errors that needed to be revised?”This is a good time to ask students what is working well for them at the work stations. It is also an appropriate time to ask what students liked about the work station and what they were interested in doing. This time is also valuable because teachers are able to note problems that occurred at the work stations; in doing so, they can plan an approach to solving said problems for the next class.Class Two, Group Two – 4th Grade Lesson PlanSchedule:8:00 – Reading: Teaching Skills and Strategies8:20 – Reading: Application of Skills and Strategies8:40 – Independent Reading9:00 – Writing Work Station 9:20 – Classroom Library9:40 – Word Study10:00 – Independent Writing10:20 – Writing: Learning to Write10:40 – Writing: Developmentally Appropriate WritingTimeActivities and SOLsProcedures and Comments8:00Reading: Teaching Skills and Strategies4.6 The student will read and demonstrate comprehension of nonfiction texts. d) Identify the main idea. e) Summarize supporting details. Identifying Important Information in an Expository TextIntroductionTeacher ModelingStudent Modeling and Guided PracticeTeacher ModelingStudent Modeling and Guided PracticeSummarizing and ReflectingTell students that they are going to learn how to identify important information in an expository text. Ask students how they would know if one of their friends was particularly interested in something.Students might answer by saying, “They talk about it a lot.”If students do not provide an answer, use probing questions.Give an example of something that interests you, the teacher.Tell students that we can see what is important in a text or reading by looking to see what is discussed often.Tell students that there is a process that will help them to discover what the main idea in a text is.Show students the strategy poster and discuss the poster with ment: Provides students with a visual and lets them know what they are going to be doing.Tell students that you are going to model this strategy for them.Read the first three paragraphs of Seeing Three Colors.I chose this book because it is expository, and the steps for identifying important information can be easily followed using this book.Use a think aloud to show students how to use this strategy.Refer to the poster and tell students that you are going to read to identify the topic by looking to see what most of the information is about. Use a think-aloud:“As I read the first three paragraphs on page 19, I noticed that seeing the world through colors was discussed a lot. The topic of this chapter is seeing colors. How did the author support this idea? He talked about how different the world would be without colors.”Tell students that you are moving on to the next step on the strategy poster. Refer to the strategy poster; tell students that you are going to look for a sentence that summarizes the information of the paragraph or longer text. Continue with a think-aloud:“The rest of the first three chapters talk about what the world would be like without colors. They even go on to tell us animals that see color and names animals that do not see color. If I had to pick a topic sentence for these few paragraphs, it might be, ‘Scientists have evidence that humans and monkeys are the only animals to see in color.’”Refer to the poster and tell students that you are going to read to see what information is not important to the topic. Use a think-aloud:“The book gave an example of a zebra as being an animal that sees in black and white, which is important because we are discussing the importance of color. It also gave us information about the ways zebras detect movement. It may be important later, but for right now, we are focusing on color. So, I could probably say that this information is not completely necessary.’”Refer back to the poster and tell students that this is the final step. Tell students that you are going to use the important information to think of your own main idea. Use a think-aloud:“We don’t really have a clear, direct topic sentence for these three paragraphs, so I am going to think of one of my own using the main ideas. My main idea is: ‘Being able to see colors allows humans to see the world differently from other animals.’ The author supports this idea by telling us the ways in which other animals see differently from humans. The author makes it seem as though humans are somewhat special for being able to see the world in color.”Comment: Pulls together ideas modeled.Give the students a section of the text to read on their own.Tell students to use the strategy poster as a guide in helping them pick out important information.Monitor the room.Prompt students with questions, examples, and additional modeling.Move on to another paragraph in the text and repeat the process.Use another think-aloud:“As I read these paragraphs, I see that the topic is how green, blue, and red cone cells detect color; this is what was talked about the most. I found one sentence that summarizes everything else that had been read: ‘One kind of opsin is stimulated by red light, another by green light, and the third by blue light.’ These three colored opsins are what the two paragraphs were all about.”Ask for volunteers to tell you what they did for certain steps of the strategy poster.Write all of these examples and answers on the board.Guide students if they are off track.Ask probing questions.Refer back to strategy poster.Use an electronic projection and guide students in picking out important ment: The students are trying the strategy on their own and the teacher is there for assistance if assistance is needed.Students can work with a partner to identify important information.Ask students to tell you the steps of identifying important information in an expository text.Why is this useful?When else could students use this strategy?Comment: Student relay what they have learned.8:20Reading: Application of Skills and StrategiesIdentifying Important Information Strategy4.6 The student will read and demonstrate comprehension of nonfiction texts. d) Identify the main idea. e) Summarize supporting details. Independent PracticeBefore Reading – 1, 2, 3 (continuation of activity with teacher)During Reading – 4, 5, 6After Reading - ReflectionReflectionAssign students with partners.Ask students to read one more, small paragraph of Seeing Three Colors.They should use and discuss the strategy poster for identifying important information.Give students a different text; the teacher might allow students to choose their own expository text from the classroom library.Tell students to read to find important information.Make sure students know that the process stays the same even though the text may change.A graphic organizer would be useful here.Students can take turns writing the steps that they have taken to identify their important information in an expository text and how they were able to find and locate important ment: It is important for students to see the strategy work with other texts aside from the text modeled by the teacher.Tell students to reflect on how they have used their strategy.Where else can this strategy be used?Students should discuss, with one another, how to improve their ment: This discussion allows students to make the activity their ment: Assessment can be made by observing whether or not students identify the important information of the text and how they were able to do so; ask the students.8:40Independent ReadingSelf-selected reading – Students choose and read books of their own choosing during this time. Different books should be displayed and accessible for students in the classroom library.Fluency building – Students read books that are at their independent and instructional reading levels; the books used for self-selected reading can be used for practice through repeated ments: This time helps students develop fluency.9:00Writing Work Station4.7 The student will write cohesively for a variety of purposes. g) Write two or more related paragraphs on the same topic.Model for students.Give clear expectations.Go over “I Can” statements.Have students engage in “expert writing.”Students write about something that they are passionate about.Students can write several pieces on the same topic.9:20Classroom Library4.7 The student will write cohesively for a variety of purposes. k) Include supporting details that elaborate the main idea.Model for students.Give clear expectations.Go over “I Can” statements.After students read a book, they should write a note to a friend about said book.The writer should say whether or not they enjoyed the book.The writer should also include supporting details as to why he/she enjoyed the book or why he/she did not enjoy the book. What about the book led to their enjoyment of the book? What about the book was not enjoyable.9:40Word Study4.4 The student will expand vocabulary when reading. c) Use word-reference materials, including the glossary, dictionary, and thesaurus.Model for students.Give clear expectations.Go over “I Can” statements.Students will read books and practice using a glossary, dictionary, or a thesaurus when they approach words that they do not know.Teacher might want to choose about three books and make a list, per book, of words for the students to look up the meaning to. 10:00Independent WritingDuring this time, students write what they want to write. This opportunity provides students with experience in writing; it also gives them needed practice time to become proficient and establish the habit of daily writing.ELLs can draw pictures to substitute words; other students who struggle may also use this ments: This practice allows students to develop the understanding and habit of writing. This is a great gateway for students to express themselves; this freedom of expression might make independent writing an activity to look forward to and, therefore, result in students developing a desire to write.10:20Writing: Learning to Write4.7 The student will write cohesively for a variety of purposes. c) Use a variety of pre-writing strategies.IntroductionTeacher ModelingStudent Guided PracticeSummarizing and ReflectingTell students that they are going to learn a prewriting strategy to help them gather information about a topic that they are writing about. Tell students that the strategy is called brainstorming.Explain brainstorming to students. Tell them that they will write all that they know about a particular ment: Lets students know what they are going to be doing.Tell students that you are going to show them how to use brainstorming to activate their prior ment: Lets students know why brainstorming is important for writing.Pick a topic; tell students that you are choosing a topic just as an example. The topic is the season of fall.Tell students not to worry about throwing out their ideas once they have them down; this can be done later.Use a think-aloud and model how to generate ideas for fall using brainstorming:“I know my topic is fall. Now, I’m going to write everything that I know about fall. What I write can be bullet points. I just need to be able to refer back to my list, so I must make sure that everything I write is clearly explained. I know that fall is after summer and before winter. I know that it gets cool during fall. A lot of trees lose their leaves during fall. Leaves change colors. Football is played during the fall. It often rains a lot during fall. Fall usually happens during September, October, and November.”Make sure all of these points are displayed on the board as the teacher does his/her think-aloud.Tell students that you are now going to group what you have listed into groups that make sense to you. Give each group a label. Think-aloud:“Now, I am going to group everything I have listed into categories and label them. ‘Fall is after summer and before winter’ and ‘fall usually happens during September, October, and November’ can be grouped as ‘when,’ because those examples describe when fall takes place. ‘I know that it gets cool during the fall’ and ‘it often rains during the fall’ both relate to the weather; I will categorize them as ‘weather.’ Then, ‘A lot of trees lose their leaves during fall’ and ‘leaves change colors’ both have something to do with leaves during the season of fall; I will categorize these two statements as ‘leaves.’ I could add my statement about football, but I think I might just throw it out. Comment: Throwing out the football statement lets students know that not everything written in the brainstorming activity has to be included in their writing.Now, I have everything that I have labeled into categories.”Tell students that you now have some general ideas about what you could include in your writing about fall.Ask for a volunteer to pick another topic so that students can practice brainstorming.Write the topic on the board.Tell students to brainstorm ideas about said topic; ask students to raise their hand if they have something to contribute about the topic.Write all of students’ ideas on the board.Collaborate with students on how to categorize items; let them try to do this, but guide and ask probing questions if necessary.Ask students what the point of brainstorming is.Ask students how brainstorming helps them in writing.Ask students where else they could use brainstorming.Ask students to give you an overview of how to brainstorm. What are the basic steps in brainstorming?Comment: Verbalizing aids in students’ understanding.10:40Writing: Developmentally Appropriate Writing4.7 The student will write cohesively for a variety of purposes. c) Use a variety of pre-writing strategies. f) Write a clear topic sentence focusing on the main idea.Independent PracticeApplicationReflectionStudents will apply what they have learned during the “Teaching Skills and Strategies” section for writing.Tell students that they are going to brainstorm about a topic in their journals. Let students know that the topic that they are going to brainstorm will be something that they write about later ment: Might help some students decide on a topic if they know what they will be doing with said topic.Tell students that they should be writing down things about the topic that they know just as you, the teacher, have demonstrated ment: Lets students know that this topic should be something that they already know some information about.Monitor the room to make sure that students have chosen a topic and that they have information written about said topic.Use thought provoking questions to guide students if they are having trouble. If this does not help, try to help the student pick a topic of interest that he or she is knowledgeable about.Ask students to group their ideas based on similarities or categories; make sure that students know the reason for doing this is so that the paper or writing activity can be easily written later on.Monitor the room during this time to provide assistance when needed.When all students have finished, pair students so that they can share their ideas with others; students should explain what they know about their topic and why their ideas have been grouped in a certain way.This group of students can try to form topic sentences by looking at their categorized ideas; one topic sentence or general sentence can be made from the ideas in one category. For example, if the student had “leaves change colors” and “leaves fall” on their page of ideas, they might make the topic sentence/sentence for this category be “Leaves change colors and fall during the fall.”Comment: This add-in differentiates the activity for this group of students.Students can discuss why they think this strategy could be helpful when it was time to write about the topic.For this group, students can think about how categories of sentence types helped them when it came time to write a ment: Verbalizing their rational might give students more clarification as to why they did something in a certain ment: Assessment can be made by determining if students categorized brainstorming ideas based on likeness. For this group, assessment can also be made by looking at students’ topic sentences to see how these sentences relate to the category’s main idea.Sharing Time Note:The students and teacher should join together after workstations and have “sharing time.” During this time, teachers can ask the class the following questions:“What did you do at the work station?”“What did you enjoy doing at the work station?”“Did you run into any problems during your time at the work station?”“If you had a problem, how did you solve the problem?”The teacher could ask students more direct questions about what the students did while at the work stations, as well; these questions might include the following:“Did you write a book review? What did you write about?”“Did you find transition words? What were they?”“Did you see errors that needed to be revised?”This is a good time to ask students what is working well for them at the work stations. It is also an appropriate time to ask what students liked about the work station and what they were interested in doing. This time is also valuable because teachers are able to note problems that occurred at the work stations; in doing so, they can plan an approach to solving said problems for the next class.Class Two, Group Three – 5th Grade Lesson PlanSchedule:8:00 – Independent Writing8:20 – Independent Reading8:40 – Reading: Learning Skills and Strategies9:00 – Reading: Application of Skills and Strategies9:20 – Writing Work Station9:40 – Classroom Library10:00 – Word Study10:20 – Writing: Learning to Write10:40 – Writing: Developmentally Appropriate WritingTimeActivities and SOLsProcedures and Comments8:00Independent WritingDuring this time, students write what they want to write. This opportunity provides students with experience in writing; it also gives them needed practice time to become proficient and establish the habit of daily writing.ELLs can draw pictures to substitute words; other students who struggle may also use this ments: This practice allows students to develop the understanding and habit of writing. This is a great gateway for students to express themselves; this freedom of expression might make independent writing an activity to look forward to and, therefore, result in students developing a desire to write8:20Independent ReadingSelf-selected reading – Students choose and read books of their own choosing during this time. Different books should be displayed and accessible for students in the classroom library.Fluency building – Students read books that are at their independent and instructional reading levels; the books used for self-selected reading can be used for practice through repeated ments: This time helps students develop fluency.8:40Reading: Learning Skills and Strategies5.4 The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.Monitoring a Narrative or Expository Text StrategyIntroductionTeacher ModelingStudent Modeling and Guided PracticeTeacher ModelingStudent Modeling/ Guided PracticeSummarizing and ReflectingAsk students if they have ever had a big problem.Ask students if they had a way to overcome their problem.Tell students that, just like in life, sometimes we run into problems when we read.Tell students that there is a process called monitoring texts that helps us realize how to overcome a text when it is not making sense to ment: Lets children know what they are going to be doing and relates it to real-life experiences.Tell students that they are going to learn how to monitor what they are reading to see if it makes sense.Show students the strategy poster and go over each step.Start reading Who Did Patrick’s Homework? and stumble over the word “britches.” Write this word on the board, then stop and use a think-aloud:I chose this text because it provides students with opportunities to wonder why something is happening, and the short story gives clarity to questions after it is read ment: Creates a “problem” situation. Though artificial, it is necessary in order to demonstrate monitoring.“I’m not sure of this word. I don’t know how to pronounce it and I don’t know what it means. I haven’t read far enough in the story to know if I even need to know what it means…and since I’m reading to myself, it’s okay if I don’t know exactly how to pronounce it. It seems to have something to do with clothing, because it is in a sentence with other words that I know relate to clothes. I think I’ll just read on without stopping to look up the word for now.”Direct students to listen as you read aloud the next few chapters. Tell them to decide if what they are listening to makes sense. Tell them you will call on volunteers to model their ment: Puts modeling at the listening level in the hands of students. Students may need prompting at first, but with repeated practice, they will become comfortable modeling.Prompt students who model think aloud: Were there any words you didn’t know? What did you do about it? Was there anything you would reread? Why? Did you have to adjust your predictions as you read? Why?Have students read the next few paragraphs silently and stop. Then model the monitoring strategy using another think-aloud:Comment: Shows students how to use another fix-up technique. Students can read with a partner. Comment: ELLs: ELLs have the opportunity to practice their oral language and observe how their peers use the strategy that has been practiced.“I understood most of what I was reading. I wasn’t sure what a ding-a-ling meant, but I decided it didn’t matter if I didn’t know what it was – I knew it was a feeling Patrick had from not doing his homework. I didn’t know why the elf was always asking for Patrick’s help to finish the homework assignments. After all, the elf agreed to do Patrick’s homework for him. I kept reading on, though, and I realized that the elf’s plan the entire time was to actually get Patrick to do his own homework; the elf showed Patrick that he was able to do homework all by himself.Continue having students read chunks of text, alternating between teacher modeling and student modeling, for the remainder of the ment: Releases more and more responsibility to students. Your decisions about how much teacher modeling is needed will be assessed as you teach.Ask students to tell what they learning about the monitoring strategy.Encourage them to think about when they would use the strategy.Ask students where else they could use the strategy.9:00Reading: Application of Skills and Strategies5.4 The student will expand vocabulary when reading. a) Use context to clarify meaning of unfamiliar words and phrases. b) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.Independent PracticeBefore Reading – 1During Reading – 2, 3After Reading – 4 and ReflectionApplicationReflectionStudents review monitoring strategy with a partner.Students independently apply the strategy to a like story.Students can write what does not make sense as they read.If students find clarity to their questions in the story, they should write these down also.Students will use the strategy for a different text; they might self-select this ment: Assessment can be made by checking application, holding a conference, or through group discussions.Students should use monitoring texts with other genres, as well; make sure every student experiences applying the strategy with a genre unlike the genres previously used for the strategy.Encourage students to think about how they have used the strategy.Encourage students to talk about ways to improve and other situations where they might use the ment: This activity helps students make the strategy their own and shows them how they have ment: Assessment can be made by collecting students’ papers of generated and answered questions and noting whether or not students asked questions appropriate for the text. Discussion with students can also be a form of assessment.9:20Writing Work Station5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.Model for students.Give clear expectations.Go over “I Can” statements.Students will edit/revise an already typed or written short paper (maybe ? to 1 page depending on length of station time).There is a poster in place which contains a checklist for errors to look for.9:40Classroom Library5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.Model for students.Give clear expectations.Go over “I Can” statements.Students will write a book review of a classroom library book.These reviews will be used to inform, describe, and explain what the students have read to their peers in the class.10:00Word Study5.6 The student will read and demonstrate comprehension of nonfiction texts. h) Identify cause and effect relationships following transition words signaling the pattern.Model for students.Give clear expectations.Go over “I Can” statements.Students will read texts previously selected by the teacher and look for transition words.Students can use highlighter tape to identify these words and question how/why specific words are used to signal transition.10:20Writing: Learning to Write5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.b) Use a variety of prewriting strategies. Teacher ModelingStudent Modeling and Guided PracticeSummarizing and ReflectingShared Writing RoutineTell students that they are going to learn a prewriting strategy to help them gather information about a topic that they are writing about. Tell students that the strategy is called brainstorming.Explain brainstorming to students. Tell them that they will write all that they know about a particular ment: Lets students know what they are going to be doing.Tell students that you are going to show them how to use brainstorming to activate their prior ment: Lets students know why brainstorming is important for writing.Pick a topic; tell students that you are choosing a topic just as an example. The topic is the season of fall.Tell students not to worry about throwing out their ideas once they have them down; this can be done later.Use a think-aloud and model how to generate ideas for fall using brainstorming:“I know my topic is fall. Now, I’m going to write everything that I know about fall. What I write can be bullet points. I just need to be able to refer back to my list, so I must make sure that everything I write is clearly explained. I know that fall is after summer and before winter. I know that it gets cool during fall. A lot of trees lose their leaves during fall. Leaves change colors. Football is played during the fall. It often rains a lot during fall. Fall usually happens during September, October, and November.”Make sure all of these points are displayed on the board as the teacher does his/her think-aloud.Tell students that you are now going to group what you have listed into groups that make sense to you. Give each group a label. Think-aloud:“Now, I am going to group everything I have listed into categories and label them. ‘Fall is after summer and before winter’ and ‘fall usually happens during September, October, and November’ can be grouped as ‘when,’ because those examples describe when fall takes place. ‘I know that it gets cool during the fall’ and ‘it often rains during the fall’ both relate to the weather; I will categorize them as ‘weather.’ Then, ‘A lot of trees lose their leaves during fall’ and ‘leaves change colors’ both have something to do with leaves during the season of fall; I will categorize these two statements as ‘leaves.’ I could add my statement about football, but I think I might just throw it out. Comment: Throwing out the football statement lets students know that not everything written in the brainstorming activity has to be included in their writing.Now, I have everything that I have labeled into categories.”Tell students that you now have some general ideas about what you could include in your writing about fall.Ask for a volunteer to pick another topic so that students can practice brainstorming.Write the topic on the board.Tell students to brainstorm ideas about said topic; ask students to raise their hand if they have something to contribute about the topic.Write all of students’ ideas on the board.Collaborate with students on how to categorize items; let them try to do this, but guide and ask probing questions if necessary.Ask students what the point of brainstorming is.Ask students how brainstorming helps them in writing.Ask students where else they could use brainstorming.Ask students to give you an overview of how to brainstorm. What are the basic steps in brainstorming?Just a few add-ins could make the previous “student modeling and guided practice” section of “writing: learning to write” a shared writing routine.After step 3…Begin writing together with students.Ask students to give their ideas.Write on the overhead.Revise – use the same piece to model ways of improving/revising.Ask students for ideas.Write students ideas on original so that they can see the changes being made.10:40Writing: Developmentally Appropriate Writing5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.b) Use a variety of prewriting strategies. d) Write a clear topic sentence focusing on the main idea. e) Write multiparagraph compositions.IntroductionIndependent PracticeApplicationReflectionStudents will apply what they have learned during the “Teaching Skills and Strategies” section for writing.Tell students that they are going to brainstorm about a topic in their journals. Let students know that the topic that they are going to brainstorm will be something that they write about later ment: Might help some students decide on a topic if they know what they will be doing with said topic.Tell students that they should be writing down things about the topic that they know just as you, the teacher, have demonstrated ment: Lets students know that this topic should be something that they already know some information about.Monitor the room to make sure that students have chosen a topic and that they have information written about said topic.Use thought provoking questions to guide students if they are having trouble. If this does not help, try to help the student pick a topic of interest that he or she is knowledgeable about.Ask students to group their ideas based on similarities or categories; make sure that students know the reason for doing this is so that the paper or writing activity can be easily written later on.Monitor the room during this time to provide assistance when needed.When all students have finished, pair students so that they can share their ideas with others; students should explain what they know about their topic and why their ideas have been grouped in a certain way.This group of students can try to form topic sentences by looking at their categorized ideas; one topic sentence or general sentence can be made from the ideas in one category. For example, if the student had “leaves change colors” and “leaves fall” on their page of ideas, they might make the topic sentence/sentence for this category be “Leaves change colors and fall during the fall.”After this group of students have categorized their ideas and made topic sentences, encourage them to expand on those topic sentences; students can write short paragraphs about their topic sentence.For example, above (8), the sentence reads, “Leaves change colors and fall during the fall.” A student in this group could expand from this topic sentence. He/she might continue with their writing and say, “Leaves change from green to red, orange, and yellow. When the leaves cannot hold onto the stems of the branches any longer, they fall.”Comment: This add-in differentiates the activity for this group of students.Students can discuss why they think this strategy could be helpful when it was time to write about the topic.For this group, students can think about how categories of sentence types helped them when it came time to writing a sentence as well as supporting sentence or sentences that expanded on their topic ment: Verbalizing their rational might give students more clarification as to why they did something in a certain ment: Assessment can be made by determining if students’ ideas were categorized properly, if their topic sentences related to a group of ideas, and by examining students’ expansions of continuations of the topics.Sharing Time Note:The students and teacher should join together after workstations and have “sharing time.” During this time, teachers can ask the class the following questions:“What did you do at the work station?”“What did you enjoy doing at the work station?”“Did you run into any problems during your time at the work station?”“If you had a problem, how did you solve the problem?”The teacher could ask students more direct questions about what the students did while at the work stations, as well; these questions might include the following:“Did you write a book review? What did you write about?”“Did you find transition words? What were they?”“Did you see errors that needed to be revised?”This is a good time to ask students what is working well for them at the work stations. It is also an appropriate time to ask what students liked about the work station and what they were interested in doing. This time is also valuable because teachers are able to note problems that occurred at the work stations; in doing so, they can plan an approach to solving said problems for the next class.Cooper Notes:Chapter 1: What You Need to Know to Be an Effective Literacy TeacherStudents come from different backgrounds and respond to reading in various ways.Describe How Students Become Readers and Writers:Direct instruction – modeling how to do somethingStudent-centered instruction – learn by participating in activities/experiencesHow Literacy DevelopsBegin with oral languageAcquire language: have a need, interactions, varying rates, having language modeledReading and Writing Acquisition:Decoding: figure out pronunciation and printed words and their meaningMust already be in child’s head and then verified Comprehension: construct meaning by interacting with textThe emphasis shifts from decoding to comprehensionWriting involved encoding or spelling – expressing ideas on paperStages of Literacy Development:Early emergent – writing by scribbles, curious about printEmergent – oral language patterns, forms and names letters, recognize a wordBeginning reading and writing – read and write in conventional ways, figure out pronunciations, gain fluency, in readingAlmost fluent reading and writing – more silent reading, more writing, oral language vocabularyFluent reading and writing – reading, writing, oral language used for a variety of purposesOverlap between stages; no student completes one and moves on to another.Student do not develop or learn one part of literacy at a time; they gradually develop all partsWithin each stage, students have certain behaviors, strategies and skills that are in the standards or benchmarksComprehension is the primary goal of reading instructionGood Instructional Choices:Model and then have students practiceInstructional decisions to meet needs of all studentsClarity of Purpose and Timing: know why you’re teaching every lesson and when the appropriate time is to teach it.Culturally Responsive Instruction:Embrace diversity; it reflects the real worldDiversity in class means teachers must adjust instructionLiteracy instruction must be challenging for all students.Grouping Practices and Independent Student Activities:Knoww when to use small groups or whole classroom Know when to use guided practice or independentCommon Core State Standards:Helps ensure students are college or career ready by the end of high schoolRepresent a synthesus of the best elements of standards-related work to date and an important advance over that previous workFamiliarize yourself with your grade standardsLook at student performance in relation to context from previous grade and do a diagnosis – identifying strengths and needsPlan instruction that fits need of specific student, called differentiated instruction Comprehensive Balanced Literacy Instruction:Should include combination of teacher-directed –showing students how to- and student centered – students perform a task and are expected to learn something.Some students may learn better with one than the other; teacher differentiates instruction according to student’s needsDaily Independent ReadingSelf-selected reading: need many different books; displayed in library areaFluency building: books at child’s independent and instructional levelSelf-selected writing and daily independent writing should increase in time allotment as the year goes on.Reading: Learning Skills and Strategies:As students become more skilled, they should move to authentic literature and continue their strategies they have learnedDifferentiate with small groups when using grade-level anthologyHigh-frequency words are taught during this blockReading: Application of Skills and Stategies:Students read with minimal guidance; teacher manages several reading groupsWriting: Learning to Write:As students learn, you model different types of writingWriting: Developmentally Appropriate:Write their own pieces; maybe single words as captionsEventually write their own storiesIntervention:For children needing additional supportChapter 3: Prior Knowledge: Activating and Developing Concepts and VocabularyFor readers to construct meaning, they must be able to make connections with what they already know, with their own feelings, and with the world at large.Schema theory – individuals develop a cognitive structure of knowledge in their minds.Like creating a new filing folder every time the person learns something new.Readers understand what they read as it related to what they already know. 10 Tips to Improve Language Development for Second-Language Learners:EnunciateWrite clearlyDevelop routines with clear/consistent language gesturesRepeat and summarize oftenAvoid slangPresent knew info in the context of known infoStep-by-step instructionsPresent info in a variety of waysEmphasize key content and academic vocabularyRecognize ELL – “preview, view, review”: teacher previews lesson in child’s first language, lesson taught in English, review in first languageOverall prior knowledge – entire base of knowledge from experiencesTopic or theme prior knowledge:Text specific – knowledge about text structureExample: narrative and expositoryTopic specific – info related to topic students are going to readExample: going over and defining key words and conceptsTeacher’s Role:What prior knowledge needs to be activated?Consider theme goals, theme topic and the literatureHow independent are students in using strategies to activate their own prior knowledge?5 techniques for assessing prior knowledge during instruction:Free recall – “tell me what you know”Word association – “what do you think of when you hear the word ___?”Recognition – display key terms; which could be related to the book?Structured question – assess prior knowledge by asking questions before bookUnstructured discussions – “what do you know about ___?”Three student strategies leading to independence:Preview and predict – look over the reading material and predict what will happenTitle and illustrationsRead to verify predictionsK-W-L – what I know, want to know, learned and still need to learnK - Record what they knowW - is recorded on a chartL – students write answers to their questionsUsed with expository textsMaking connections – first use p&p or kwl and then access personal experiences to connectExplicitly model how to make connections as you read12 Teaching Strategies Leading to Student Independence:Discussion – interactive procedure whereby the teacher and students talk about a given topic.Review the textAsk questions that require more than a “yes” or “no” response; get students to explain their thoughtsEncourage students to form their own questions; model this behaviorCall on students to answer; participation for all!Ask question before calling on student; give time to answerParticipate and model questioningKeep discussion on the topicHave students summarize points that were madeBrainstorming – students tell all they know to activate prior knowledgeGenerate ideas, share with class/groupProvide cards for students to record all they know on, share with class, and direct these ideas to the story line or informational textUsed when students have some knowledge about topicQuick Writing Teacher selects what students write about; relate to story or main ideaStudents write 3-5 minutesShare aloudHelp students formulate purpose for readingCan be used as soon as students are able to writePicture waslk/text walk - Teacher guides students through a piece of literature using pics to develop big ideaTeacher reads text to get big ideas, key terms, etc.Show students cover and ask them to predictShow students pictures throughout the text and have them predict; use vocab in the text at this timeUse with students who need a lot of support to construct meaningUse when students need structures scaffolding Assess on ability to make predictionsSemantic mapping – helps develop prior knowledge by seeing relationships within given topicWrite major concept and draw oval around itAsk students for words to describe topic, write in boxed and connect to oval; write words on line to connect the two (ex: pine trees have needles).Ask students to give examples of topic and write these in ovals with arrows indicating examplesMost effective with expository textsK-garten through adulthoodPrequestioning and purpose settingExamine text to determine story line or main ideasDecide what prior knowledge students needFormulate purpose of students’ readingHave students read to answerReturn to purpose and see if students achieved goalUsed when students aren’t able to form their own purposesAnticipation guides – series of statements about a particular text that students are going to read; designed to activate prior knowledge and to give students a purpose for readingIdentify major conceptsDetermine students’ prior knowledgeCreate statements – write 4-8 statements for students to react to that relate to the concepts learned and students’ prior knowledgeStatements should reflect info that students have some, not complete, knowledgeDecide on statement order – sequence to follow textPresent guide – tell students to agree or disagree with statementsDiscuss statementsDirect students to text; how does text and statement relateFollow-up discussion – discuss statements and discuss how ideas have changedUse especially when students have misconceptions of prior knowledgeStructured previews NarrativeLook through book for storylineForm questions that direct students to read title and opening paragraph or two; have them shareDisplay story map and discuss story elementsHave students read silently; return to story maps to verify or change predictionsExpositoryReview main ideas; graphic organizer to show info fitting togetherForm questions to help students preview text by reading title, looking at illustrations and captions, and reading subheadsGuide students through preview of text; they predictShow graphic organizer; ideas arranged in this patternRead to look at main ideas in organizerUse with difficult text, ESL, limited prior knowledgeReading AloudBackground Material Select reading that relates to topicTell students why you’re reading itGive purpose for listeningDiscuss by checking the purpose for which students were to listen; discuss whether predictions were confirmedWhen limited prior knowledge, ESLRole Playing – students act about problem using prior knowledgeSelect bookSelect easy and fun situation; relate to storyline Describe to students; divide them; they determine ow they’ll act Performances; discuss, w/focus on story to be readRead story to compare w/experiencesw/students who need concrete experiencesProjects – usually long termIdentifyDevelop plan to assessSelect resourcesMake a planDecide how they’ll be sharedThey develop prior knowledge for future reading of upcoming texts in unitConcrete materials and real experiencesUse materials like the internetMake sure materials activate prior knowledgeChapter 4: How to Teach Strategies for Constructing MeaningStrategies for Constructing Meaning:2 typesInstructional – teaching procedures that teachers use as part of instructionStudent – plans students use as they read to construct meaningReading comprehension is a process om which individuals construct meaning by interacting with text and using prior knowledge, the text, and the reading situation or concept5 strategies emerge as being the most important:Inferencing – the process of judging, concluding, or reasoning from some given informationHappens when students make predictions before or during readingMonitoring/clarifying – knowing when what you are reading is not making sense and making plans to overcome that problemExperts are able to recognize and eventually anticipate problems in reading and connect them as they occur Identifying important information – Narrative – identify the story line or story grammarExpository – identify or infer the main ideasHow does the author support the important information that he/she provides?Generating and Answering Questions – integrate questions that make connections as they readAnswer questions generated by othersSummarizing and synthesizingCan be taught togetherSummarizing – pulling together the essential elements in a longer textSynthesizing – combining elements from multiple sources and integrating them into a new wholeBegins with knowledge in head and adds information as they readCan be one text or across more than one textNarrative – start with visualizing and calling on prior knowledgeExpository – synthesis is more likely to be accrual and integration of factual infoExample: when reading social studies, adding to what they already know3 more important strategies:Visualizing – the mental images we form when we read is a kind of inferential that connects text with questions we have generatedMight even add some mental images based on and because of prior knowledgeMental picture enhances construction of meaningMaking connections – between text, other text, themselves, and the worldMiddle school – individuals, ideas, events, etcEvaluating – making judgements; may include:Identifying what is important in a textMaking judgements about whether the author has used appropriate justificationRecognizing propaganda techniques and how they affect author’s validityDeciding if an author developed a good storyline in a short storyWhether characters in a story have used good judgementSelf-evaluation: whether “I” liked the story, agreed with a viewpoint, and self-motivation involvedWhat Must Be Done in the Process for Planning Effective Strategy Instruction?:Factors that teachers need to consider in helping students use strategies:Modeling – teacher/expert shows student how to use a taskImplicit – ideas being modeled occur as part of an experience and are not directly identified or statedExplicit – directly showing and talking with students about what is being modeled using think-aloudsThese must be balancedWhere Modeling Takes PlaceMost activities in a literacy classroom are implicitProcess of writing can be bothLiteracy lesson has three parts: introducing, reading and responding, extendingFirst two parts, explicit; all three are implicitMinilessons – include explicit modeling for reading and writing and are developed based on students’ needsGuidelines for developing instruction:Develop on the basis of student performancePresent all strategies at the beginning of the year so students can use them throughoutModel and practice strategyWork with a text where strategy is usefulUse that text as the basis for having the strategy modeled by the teacherUse additional texts for practicing the strategyModel strategies at the point where it is most usefulMake it interactiveTransfer modeling from teacher to studentFirst they model to one another and then independentlyHave students explain how the strategy helped themEncourage use of strategy across curriculum How did it help you understood what you read?Guide students to become strategic readersModel and encourage use of all strategies togetherBefore students read a text, discuss with them which strategy they would useReteach strategies as the text becomes more complex (upper elementary and middle school)Can be done through reciprocal teaching – teacher and students take turns modeling four strategies after reading a chunk of text (predict, question, clarify, summarize)Begins with heavy teacher modeling, and then students modelParts of a Minilesson:Minilesson is a flexible plan based on the principles of effective instruction using explicit, or direct, teaching and effective strategy learning5-10 minutes, no longer than 15Introduction: tell students what they are going to learn and relate it to reading, writing, prior knowledgeTeacher modeling: show students how to use strategy and incorporate three parts:Concept – start with something concreteListening – real a text aloud and show students how to inference as they readReading – have students read, transfer modeling to themStudent modeling and guided practice: students use strategy under teacher guidancePrompt with questions if neededGive students feedbackSummarizing and reflecting: prompt students to summarize what they have learned and have them think about where and when they might use the strategyFollow Up of Minilesson:Practice strategy in independent readingApply strategy in other types of textsEncourage students to think about how they used the textChapter 5: Beginning Literacy2 big jobs work together in reading: comprehension and decoding.Not always equal, but both are always includedAs beginning readers gain skills and fluency, they begin to decode and comprehend words that are not in their oral languageElements Leading to SuccessThe ultimate goal is fluency, which leads to comprehensionAs they become fluent readers, they gain sight wordsThe reader must first rely on decoding to pronounce wordsThe more practice, the more accurate pronunciationStudents must develop six elements as they learn to decode words:Oral language – sound of language, how words are formed and related, how language conveys meaning, stockpile of word meaning and pronunciation, how people use languageActivities should include: language modeling, lessons that model language, experiences, opportunities to use language5 Stage Progression for English language proficiency:Silent/receptive stage: don’t speak, but respond in a variety of ways – pointing, using objects/pics, etcEarly production stage: 1,000 can be understood/used – takes one year to get toSpeech emergence stage: 3,000/short sentence and communication – one more year to get toIntermediate language proficiency stage: 6,000 words/more complex statements – one more year to get toAdvanced language proficiency: engage in grade level appropriate activities – five to seven yearsPhonological Awareness – understanding the way language can be broken downPhonemic awareness- spoken words are composed of a sequence of soundsMust learn the alphabetic principle of language (sound is represented by graphic symbols) in order to decode – phonemic awareness is part of thisAspects of phonological awareness:Identify rhymesHow many words in a sentence (segmentation)Segmenting and blending – hearing “happy” and producing two syllablesSegmenting and blending onset and rhyme – hearing “brook” and identifying br as onset and ook as rhymeSegmenting and blending phonemes – hearing “hot” and producing the three phonemesConcepts of Print 4 Categories:Books – convey meaning through print, read left to right and top to bottom, title, author, etc.Sentences – be able to tell start and end, capitals, punctuation, represents a spoken messageWords/Letters – composed of letters in certain order, capital/lowercaseSome children come to school knowing this and some do notLetter-sound associations – must include phonics and structural analysisResearch says beginning readers get the best start by being taught letter-sound associationsPhonics – study of letter-sound relationshipsStructural analysis – study of meaningful word partsBest way to be prepared: Knowledge – know phonics and how it helps students learn to read and spellknow research – it guides decisions about phonics and other areasAnalogy – noting similarities in words to help figure out an unfamiliar wordChildren can make analogies to decodeExample: know the word “sing” and decode to figure out the word “ring”Most readers do not use analogy immediatelyMust learn sound-letter correspondence before they use this process on their ownA Way To Think About Words – students must apply a strategy to decode words by themselvesMultiple ways: phonics, structural analysis, context or meaning, their sense of language (syntax)Student decoding routine:Look for largest part of word they recognizeTries to decode and check by reading sentence/paragraphStudent tries individual letter-sound associations and larger sound chunksChecks by readingAsks someone if unable to decodeStandards and Beginning Literacy Instruction:Routines:Fourteen major ones, three main onesSome are for teaching, practicing, or applying some aspects of literacy; others are for developing oral language or concepts of printMajor Routines: decoding routines, reading routines, comprehension routinesRoutines on pages163-180Chapter 6: Intermediate Grades and Middle School: Decoding, Vocabulary, and MeaningThe primary focus of reading and instruction at the upper elementary and middle school levels should be on helping students apply the skills and strategies they have learned and use them to read to ponents for learning to read English as a first language: phonemic awareness, decoding/encoding abilities, vocabulary, fluency, and comprehensionShould be taught in this order: comprehension, vocabulary, phonemic awareness, decoding/encoding, fluencyNeed for Vocab Development at the Upper Elementary and Middle School Levels:As readers develop vocab, they learn recognition and meaning; they develop simultaneouslyHow learners acquire vocab knowledge: students must learn 7 words a day to reach 40,000 by their senior yearFrom direct instructionWide readingFrom context but need instruction in context to use it effectivelyStudents should be encouraged to use the dictionary as an aidDirect Vocab Instruction:Does it improve comprehension? How and when should it be done?Important qualities in effective direct instruction in some studies:Only a few central words important to the story were taughtWords were taught in a meaningful contexts that conveyed the particular meanings relevant to the textTeaching vocab was integrated with the activation and development of prior knowledgeTeachers taught words thoroughly by offering students rich and varied infoStudents were exposed to a word many timesStudents were actively involved in learning the wordsVocab can be taught before, during, or after readingConditions for direct teaching of vocab:A few words are thoroughly taught in meaningful contextWords are related to students’ prior knowledge in ways that actively involve themStudents are given multiple exposures to the wordsElements of Effective Vocabulary Development:Awareness of words – students’ self-awareness and motivation to learn wordsRepeated use develops ownership of a wordMake lists of words in journals that interest themAfter reading, discuss words of interestPersonal files of words students have learned and want to learnOwnership takes place when students use new words in writingWord walls promote awareness of wordsWide reading and extensive writing – reading and writing students choose to doPromote independent reading and self-initiated writingHave book displays; students display books they have readAsk students about interesting or humorous words they have readDisplay these words with student definitionsInstructional strategies that lead to vocab learning – initially taught strategies that lead to independently determining word meaning and increase vocabDeepen and expand students’ understanding of wordsSelecting words to teach:Tier 1: basic words like “clock”Tier 2: high frequency for mature language learners; “merchant”Tier 3: specific to their content; “isotope”Step 1: Review the text:Identify storyline and main ideasCompile a list of words related to storyline or main ideaSelect tier two wordsStep 2: choose words to teach:Determine which key concepts and tier 2 words are adequately defined in the textIdentify which words students can determine through the use of prefixes, suffixes, root words, or base wordsThink about words in relation to students’ needsWhen to teach vocabulary:Before reading when:Students are having difficulty constructing meaningThe text contains words that are a part of prior knowledge and need to be understood to understand the textThe text has unusually difficult conceptsStudents have previewed the text and identified words they do not understandDuring reading:For students who need overall teacher support through guided readingAfter reading:Helps students clarify meanings of words that were of interest to them or that caused difficultyExpands vocabulary by having them focus on interesting words that are related to the text they have readStrategies for teaching vocabulary:Inferring meaning from context:Helps students learn independent strategiesUse during readingsMust be taught before it can be used independentlyConcept of definitionHelps students become independent word learners by teaching elements of good definitionUsed before or after expository textsIt’s a good support strategy for independently inferring word meaningSemantic mappingIntegrates prior knowledge and vocabulary learningUsed before or after all textsDevelops in-depth word knowledgeSemantic feature analysisDevelops word knowledge by comparing wordsBefore or after reading expository and some narrativesOften more effective after readingHierarchial and linear arraysDevelops word relationshipsAfter all textsEncourages compare and contrast of wordsPreview in contextUse text to develop word meaningsBefore all textsMust have text with good context cluesContextual redefinitionUse context to determine word meaningBefore reading all textsUseful when texts do not provide strong context cluesVocabulary self-collectionHelp students learn self-selected wordsAfter reading all textsMakes students responsible for own vocabulary learningStructural analysisHelps students infer meaning independentlyDuring all readingNeeds specific lessons before independent useDictionary/thesaurus Helps students infer meaning independentlyDuring and after all textsA lifelong skill; needs to be taughtChapter 7: Responding and the Construction of MeaningDefine Responding and Explain Why it Is Important:Expect, respect, and accept a variety of responses from students; responses will help you decide what sort of help students need.Types of responses:Personal – usually oral or written; need support with this at firstCreative – expressed through activities; they are also personalFour types of responses, each reflecting different levels of thought processes:Retelling – recall of title, beginning and end, no importance givenSummary – retold in order of importanceAnalysis – personal and subjective; relate similar experienceGeneralization – addresses theme or meaning of storyELLs may need help with all > sequencing picture cardsQuestion-answer relationships (QARs)In the book – come directly from book; easy to findIn my head – not explicitly answered; require students to think about what they knowOn my own – not in reading at all; students use own experience to relate to character, writer, information; personal responsesMajor emphasis should be on text dependent Encouraging personal response helps construct meaning; progression leads to more complex responsesDescribe a Classroom Atmosphere That Promotes Responding:Respect all answers and know that all students have reactions that are important and validAsk questions that seek varied responses and let students know that different answers are okaySometimes it is okay to ask “mostly-right answer” questions such as when students need support in understanding a story during teacher-guided readingResponse will come in two ways: self-selected books and books that are assignedProcedures That Promote Responding to Literature:Journals:Journals – all except diaries are diagnostic; they add to assessmentDiaries – private records, personal, random jottingsResponse journals – personal reactions, questions about, reflections, predictions, goals, commentsDouble-entry journals – left side is for before reading, right side is for during readingInteractive journals – science/math/social studies; help students summarize and express in a personal way; chart, figures, how-to-remember strategiesLearning logs – daily record of what students have learned (maybe in specific content area)Think about why you are having students keep a journal when deciding what kind of journal you want to use Procedures:Begin by making a journal of my own – let them read and respondExplain the idea of journal writing – think about what they are reading; explain thoughtsTalk about types of entries – write, draw, share/discuss with another person; just respondHave students work in groups to write – supports students as they beginTalk to students about format and how often they should write – provide format or several formats; help them choose one.Use response chart to prompt and support students who need helpPlan a system with students for using and storing journals – find a place for themEvaluate how journaling is progressing in beginning stageWhat to Expect When Students Begin Using Journals“I Don’t Know What To Do” – most will become more comfortable; suggest possible responses with response chartsRetelling but not responding – responses should consist of questions focusing responses beyond retellingGetting in a rut – guide students who are only using one mode of response by asking questionsAnxiety about teacher opinion – positive, nonjudgmental commentsResponding to Students’ JournalsDo not have to respond to every entryRespond during student silent reading, before school, directly after, any free timeGoals for responding:Encourage studentsGuide – needed to help students see big pointsRefocus responses – try something new if they always do the same response modeAsk questions or ask students to return to book Make helpful suggestions – responses to try, books to read, ideas to think aboutResponse Charts:For students who need help learning to respondSuggests ways to respond to literatureConstructing Response Charts:Consider the type of text being read and needs of studentsAll should include this option: “Other – You decide how you want to respondIf they choose this, it’s a sign that they might not need response chartLimit the optionsMay have questions that get students to respond in different waysLiterature DiscussionThe purpose is to read and respond through discussionHaving students construct why they have read is essential in constructing meaningStudents can choose groups unless behavioral problems ariseAt beginning stages, model discussion behavior and questioning5-10 minutes of group discussionSometimes you might discuss with the group to stimulate discussionMight need to remind students to refer to posted questions on response chartsChapter 8: Writing and the Construction of MeaningWhy Teaching Reading and Writing Together is Critical:Both are Constructive Processes5 Reasons to teach writing and reading together:Both are constructive processes. Readers and writers process through four phases:Planner – read and write with a purpose in mind; think about the text and what they poser – compose meaning using cues in text; compose meaning to the reader of their writing.Editor – Readers and writers change meaning of text and what they have written.Monitor – Read to reach a point that they are confident in meaning; writers do this in their final drafts.Readers and writers go back and forth between the stages.They share similar processes and kinds of knowledge. They naturally develop together; related.They improve achievement when taught together.Studies showed that writing led to improved reading, reading led to improved writing.Correlation, not causation.Together, they foster communication.Help us communicate with one another; social benefits.They develop critical thinking when combined.Engage in higher level thinking than is achieved with either process alone.Difference between Writing to Learn and Learning to WriteWrite to remember in learning logs or journals.Write to communicate ideas to others is a way we give students a reason to write.Independent writing block – write for expressionWriting allows a sense of permanence for ideas that we can refer to later.Phases for Writing:Picture-writing phase – drawings/pictures convey meaning; they know how pictures support ideas. Their attention needs to be drawn to the text in a subtle way.Scribble-writing phase – scribbles of interconnected loops; need to be exposed to more text.Random letter phase – students will string together letters and numerals to imitate actual text; no concept that letters stand for sounds. If they are given two words (one much longer than the other) and cannot decipher which written word is which, then they are not ready to move on.Invented spelling phase – should not last much beyond first grade; need increased levels of phonemic instruction.Conventional phase – can spell most words correctly; teaching writing becomes a matter of refining word choice; can be taught figurative language.Different Ways to Think about Writing:Domains – broad categories.The four basics are: sensory/descriptive – describe something in rich detail.imaginative/narrative – tell a real or imaginary story while using elements of a story. practical, informative or functional – basic information is presented. analytical/expository – writer explains, analyzes, and persuades.each represent a different purpose for writing.Being aware of these helps students identify their purpose for writing.Modes Independent Collaborative – partners or a small group work together on a single writing product.Guided writing – parallels guided reading.Shared writing – group with teacher; parallels guided reading.Write-aloud – teacher writes and verbalizes think alouds; students read and listen.Traits – characteristics of all good writing.Knowing what good writing looks like is essential in becoming a good writer.6 traits for grades 3 and up: ideas, organization, voice, word choice, sentence fluency, and conventions.Process Writing and How It Helps Promote Construction of MeaningProcess Writing – approach to teaching writing that lets students take charge of their own writing.5 steps:Select topicDraftingRevisingProofreading Publishing Use write-alouds, shared writing, and guided writing.Should begin in kindergarten.Select the TopicAsk the students to list anything they might like to write about.Model by making your own list.Ask for volunteers to share ideas.Make sure they know, despite length of list, all they need is one idea to start.Have students review lists to decide whether they want to add topics.Model; maybe add an idea from a student so that all students know that they can borrow ideas from one another.Have students review their lists and select a topic for their first piece of writingWhich is the most interesting?Which one might others enjoy?Which one do I feel I know the most about?Drafting2 stages: planning and composingPlanningTell the class the topic and what you want to write about.Mention audience and purpose for writing; allow questions.Jot down some ideasHave students work in pairs, telling each other about their topics.Students jot down ideas or words about their topicsOutlining can be introduced laterComposingModel; students should have paper with lines and skip every other line.Begin to develop topic that you (teacher) selected.Note mechanics of starting sentences and paragraphs.Cross out and write in words to show students how to make changes.After the initial teacher modeling, have students begin their own writing using their planning notes.Monitor the room; offer assistance and support.ELLs can do brainstorming and initial drafting in their first language.If you need to resume modeling, return to your story and continue to write, explicitly, as you go.Encourage students to help.Modeling occurs for individuals as the teacher moves about the room.Encourage students to spell words based on how they sound; corrections will be made posing might extend over several days; depends on students.Revising – students look at work to examine contentMight involve modeling and conferencesCan model well-written sentences to students.Model revision on whiteboard/overhead.Make students know what to look for when revising content.Use write-aloud to revise your piece.Should have revision conferences with you.Proofreading – editing; students get their writing in order for the final copy.Teacher and students should make a list of things to look for; post in room.Must align with minilessons that have been taught.Should not be held accountable for skills they have not been taught.Publishing – the final stage of the writing process.Two steps: making final copy and putting it into a form to be shared with others.Not all writing should be published; teacher and student decide this together.Producing a final copyEncourage neatness and accuracy.Make list of guidelines with students.Can share through bulletin boards, author’s chair, class or school newspaper, online postings, computer data storage devices, magazines of student-written work, and writing circles.It doesn’t matter how children publish and share their writing as long as they do it.List and Describe Some Current Views on the Teaching of ConventionsMinilessons can be held during conferences or small groups to support students in learning mechanics, usage, and spelling; built around students’ writing needs.There is a place for isolated lessons in reading and grammar as long as students are shown the connection between the lessons and the real, meaningful writing they are doing.How to Use Technology to Support Writing and ReadingHave students look online for materials that help them write reports.The use of word processing leads to more writing and more revision from students.Rely on your media specialist to steer you towards sites.Chapter 9: Helping Struggling ReadersWorking with Struggling Readers and Response to InterventionMay be struggling with oral language, phonological/phonemic awareness, phonics, vocabulary, comprehension, motivation, etc; could be a combination of some.No two struggling readers are exactly the same.To determine if a student is a struggling reader, do a diagnostic interview.Keep track of the instruction that the student is receiving; after six weeks with no improvement, get a reading specialist.The acceptable approach for helping these students is intervention – prevents or stops failure by providing additional instructional timeDon’t wait for a problem to occur.RTI (response to intervention) – begins with high-quality core instruction and universal screening of all students in the general education classroom.Struggling readers are given intervention at increasing levels of intensity to accelerate their rate of learning.Progress monitoring assesses the learning rate and level of performance rate.Decisions about type and duration of instruction are based on student response to instruction.Schools strive for ayp (adequate yearly progress) – students who are a few grade levels behind need acceleration of their reading prehensive Balanced Literacy Program, Standards, and Struggling ReadersAddress reading problems by preventing the occurrence of them; do this by good instruction.Response to Intervention: Three Tiers:Tier I intervention – taught in the classroom and is directly related to the core instructional program that you are using.Tier II intervention – taught in small groups or individually in our out of classroom; raises student reading levels at a rate that is faster than would be expected.Tier III – for the struggling reader with the most severe needs. A reading specialist or diagnostician does a diagnosis and provides instruction.How to Identify a Struggling ReaderMake the following decisions:Determine how each student is reading in terms of various factors.Decide which students are struggling and need more instruction and intervention.Plan the core instruction and intervention for the struggling reader in accordance with your program and available resources.Provide instruction, continually evaluating and revising in the light of student performance.Evaluate areas such as: Reading level – independent, instructional, frustration; students read as you note skills and comprehension. Oral language – evaluate oral vocab, expression of self, listening; observe this in the classroom. Decoding – gather information about how the student uses phonemic awareness, phonics, and fluency; note miscues in informal observations. Comprehension – know whether the student has adequate background or prior knowledge; strategies to be assessed will depend on students’ levels of comprehension. Related factors – home, vision, hearing, general health, attendance, attitude; check student’s record.Interview student; identify feelings about learning to read.Meet with guardian; get their perception.Request vision and hearing request from school nurse.Have the student complete an interest inventory or attitude surveyCheck attendance records Previous program (what type of instruction has been provided) – what helped? What worked? Has the student received intervention?Use a checklist to summarize everything about the student.Core Instruction for Struggling ReadersThey need high quality classroom instructionThe intervention is an additional instructionFour factors to consider when planning core instruction:Strategies and skills to teachTwo sets: strategies from your diagnostic and the strategies and skills you are required to teach.Skills that are lacking are taught during interventionWays to adjust instruction to their needs:More modeling prior to classBreak strategy into smaller portionsMore guided practiceMore reteachingMore texts that allows students to apply strategies and skillsLevel of Texts to UseTwo levels of text per student: appropriate for reading level text and grade level text.Grade level – happens in instructional group; will need more guided reading. They need to read some of this successfully.Appropriate reading level – work with group of students at the same level; they apply the grade level skill here. Usually silent, guided reading.When students can read one level of text with a mode that provides strong support, move to more independent reading.When students read independently, advance them to the next level.Assessing Student ProgressMonitor growth and application of skills and strategies as they use increasingly difficult texts (progress monitoring; PM)Progress should be evaluated 3 or 4 times per school year.Struggling readers – fluency progress checks every 2 or 3 weeks.Reading in Content AreasTeach students to use reading strategies in narrative and expository texts.Use as many types of activities as possible to make learning more effective for struggling readers.Before guided reading, introduce vocabulary.Locate material on the same subject for struggling readers.Response to Intervention for Struggling ReadersProvides for additional instruction that prevents or stops reading failure.When to provide intervention:In the classroom as a small group taught by you or another teacher who comes into the room – Tier I intervention is provided in the classroom as an individual or small group activity.As a pullout program for Tier II or Tier III intervention – struggling readers leave the classroom for intervention provided by another teacher.Extended-day programs for Tier I, II, or III intervention – take place before or after school; students do not miss any core instruction.Summer school Characteristics of Effective Intervention Programs:Small groups or individual instruction.Structured, fast paced lessons – 30-40 minutes dailySkills systematically taught in context of reading – skills taught prior to reading; sometimes modeled within reading.Texts leveled and sequenced in difficulty – simple to complex; this is part of the scaffolding process.Lessons taught by a highly qualified, certified teacher During Core Instruction:Tier I and II intervention can be in classroom; unlikely that Tier III can be in classroom.Finding enough time to meet the needs of all students during core construction, consider:Carefully plan each day; routines and system in the dayYou don’t need to meet with every group on every day; meet with struggling readers every day.Have a lot of constructive, independent activities for students when they finish work.Establish patterns and routines for working with students.Identify times you can meet with individuals or small groups for short periods of instruction.Intervention:If no help, you must work out a plan to provide intervention in the classroom.Create a 30-40 minute blockStudents who do not need intervention do a variety of enrichment activities, special an area of special need, or complete work or do projects.In order for pullout programs to work, you most coordinate with other teachers. These suggestions might be helpful:Meet often with your grade-level colleagues – try to arrange the grade’s core instruction to be at the same time for all classes.Involve the principal in planning Plan classroom activities that intervention students can miss – when intervention students are out of class, have the rest of class doing classroom activities.Make sure that intervention students do not miss creative, fun activities – Try not to have struggling readers always miss out.Consider how and when you teach science, social studies, health, and other subjects – struggling readers should not miss content instruction; alternate the subject area missed; content instruction can be missed if they cannot read sufficiently enough to be successful > substitute this time with intervention.Every school has different circumstances and factors to consider.Diller Notes:Literacy Work Stations: Making Centers WorkChapter 1: What Is a Literacy Work Station?Engaging the BrainAre not an extra; take the place of worksheets.Hands on learning; should be personal and engaging.To increase students’ attention: play a game, make something, talk with a partner, tell a story, be a recorder, move, do something.DefinitionStudents work alone or with one another using instructional materials to explore and expand their literacy; activities extend and reinforce learning.To decrease noise level, reduce the number of students.Pairs or individuals.Materials already used in teaching go into the stations; teachers model station work.Should include choicesThe emphasis at workstations is on practice.Literacy Work Stations Versus Traditional Learning CentersStudents take responsibility for learning; traditionally, teachers did too much work.With work stations, students share in decision making.Students participate in work stations for equal amounts of time.Allow differentiation.Behavioral problems occur less frequently.At work stations, students internalize what is taught because they have the opportunity to practice.Guaranteeing IndependenceModel; students need a demonstration of how to use materials or do tasks.Gradually release responsibility; model, share with students, turn it over.Risk free environment; students learn best when they feel safe and secure.Independent work level; no students should asked to perform beyond their capabilities. “I Can” lists are posted at each station to give clear, explicit instructions.Non-Negotiables for Literacy Work StationsFocus on practice and purposeLink to your teaching – tie student practice with what is being taught.Slow down to speed up – start out slow and build momentum after establishing a foundation.Balance process and product – include opportunities for products at some stations, but not all. Less is more – don’t include too many things at once.Use novelty – try one new thing at a time; introduce one new task or material at a time.Simplify – keep management and materials simpleChapter 2: How Do I Use Literacy Work StationsBrainstorm with children about what a work station should look like, sound like, and feel like.Using Mini-LessonsBegin stations with a mini lesson or model; show students what you expect.No more than five to ten minutes.Use when: you’re introducing, adding to, and reviewing; model on an ongoing basis.Maybe one mini lesson daily for the first few weeks of the school year.Have students model what it would look like to work at a station.Give students a chance to tell what they observed during the modeling.Minilessons later in the year might include how to use materials that have already been used instructionally.If materials move from station to station, have students model how to use them.Management BoardsManagement board – lets students know where they are supposed to be.Child is able to determine when they are supposed to be at a particular station.Begin by letting students go to one station daily; then, move to two or three stations daily.Work Station TimeAt the beginning, circulate, observe, and give assistance as needed.When classroom management is under control, focus on small group teaching.Frequently Asked QuestionsHow many students should work together at a station? Two might be best. If students work better independently, let them work alone. How many work stations? How often should they be changed? Must be determined by teacher. Activities should be included in work stations as they are taught.How long should work station time last? Change stations every 15-20 minutes. Two or three work stations a day for a total of 45 minutes to an hour.How do I decide who should work with whom? Maybe at the same level depending on activity. At times, let students choose their partners for motivation.Should children decide what stations they go to, or should I? Choice motivates students, but start the year by deciding for them; have choice within each station for motivation.What if some students finish before everyone else? What if a student doesn’t finish when it is time to switch stations? If students are engaged, they will not rush. If a child does not finish, be flexible; allow them to take to their desk or skip the next rotation to finish.What if the students misbehave during literacy work station time? Make sure they know what is expected and their consequences.Folders and Finished Work BoxesStudents need a place for storage of creationsCentral place for everyone’s work.Place for station work.Individual student work.Sharing TimeStudents reflect on what they did and it helps their learning go deeper.Gather students to a central place.Might have one specific question to reflect on each day.Solving Ongoing ProblemsProblems mentioned during sharing time can become a mini-lesson for the next day.Look where problems may have arisen.Finding the TimeMight have to get rid of some of the old to make room for the new.Mark what truly helped students.Chapter 3: Classroom LibraryChildren read or pretend read; children talk about books with one another.Children at second grade and beyond should read silently; earlier stages should monitor reading.Writing can take place; shows connections between reading and writing.Set up:Inviting, comfortable, books arranged by topic.Materials:Books representing the different cultures in the class, sticky notes, lamp, rug, variety of books, stuffed animals to be read to, bookmarks.Talk to students about the library, the labels, and everything encompassed. Students can help set up the library based on what they know about school library.Introduction:Talk about what they might do at the library; give examples.Ask children to show correct behavior.Model:How to choose a book – level and interest.Pick one that students can read most of the words out of.Make a list of ways to help students choose.How to read or pretend read a book – model expected behavior.How to talk about a book – model by pausing during a reading and telling students to discuss reading with a partner.How to put a book away – dots help; covers facing the front.How to write in a reading log – teachers can keep track of students’ readings. Students keep track of reading goals.How to write a book response/review – model the favorite part of a book to class.Solving Problems:Start with fewer, then add.Reteach how to choose a book.Assign a classroom librarian to make sure books are kept tidy.Chart of good behavior.“I Can” list.Differentiating at This Work Station:Label tubs matching reading levels.Post models of book reviews so students can have something to refer to.Keeping This Station Going Throughout the Year:Have students help decide which tub to add to (what kind of books).Change with reading levels.Highlight favorite books on open-faced bookrack. Have the class name favorites.Chapter 4: Big Book Work Station (My Modeled Station)What the Children Do:Pointing to words (one-to-one matching) for emergent readers.Reading in phrases at early transitional reading levels – model reading print with eyes.Using reading strategies modeled during shared reading Reading a nonfiction Big Book and finding important information – index, glossary, etc.Talking about favorite partsReading with characters’ voicesWriting a book reviewWriting personal connection or questions on sticky notesActingFinding words you knowFinding certain kinds of words - three letter, compound, rhymingMatching words – high frequencySubstituting words using sticky notes – example: said to shoutedSelecting BooksSlightly above guided reading levelCan be enjoyed through multiple readingsHas texts large enough for all students to see during shared writingRhythm, rhyme, repetitionCan be dramatizedIs about a topic of high interest to your studentsHigh-frequency wordsHas spelling patterns your class is studyingContains interest words and languageIntroduces students to a new genreRemember to include fiction and non-fictionEach time you read, you can focus on another aspect of reading and thinking.WritingBoth reading and writing can be practiced at this stationRead and think aloud to model personal connections to the storyCarefully model writing tasks at the Big Book work stationSet Up:ABC chart, pointer, place for storageOver time, other areas of studies can be added such as a vowel chartPointers are helpful for one-to-one matching and can be made from: chopsticks, pencils, wooden spoons, rules, pick-up sticks, old car antennae, magic wands, plastic flowers, Halloween fingernails, etc.Dry-erase boards for on-the-spot demonstrationsMaterialsFamiliar books, class-made books, easel, storage container, highlighter tape, masking devices, props for drama, pointers, magnifying glass (pretend).Introduction:Tell class that they will be reading on their own“I Can” statements:Read a book with my partnerFind words I know and put highlighter tape on themRead the words with highlighter tape on themPoint to the words as I readWrite my connections on sticky notesPlace books that students can readRemind students to be careful with the booksModel:Turning pages – practice in shared readingUse a pointer- one-to-one and slideHighlighter tape – cover words they knowSticky notes – connectionsChoose a big book – familiarPutting the book on the easel Returning book – spines showingProps Writing – have an exampleReading for Fluency:To encourage fluent reading, have books with one or more of the following elements:Repeated linesRhyme and rhythm DialogueLines written as phrasesQuestion and answer formatFamiliar story linesFamiliar oral language structuresRemind children to read so that their reading sounds like talkingHighlight periods or commas if students are not pausing or stoppingTask cards:Help to focus study at the work stationDemonstrate themAdding props for drama:Have students practice retelling storiesSuggestions for props:Characters glued to tongue depressorsName holders with names of charactersSimple piece of clothing to represent charactersSmall toyPaper plate masksSolving Problems:Students should know expectations for using materialsBook on easel instead of floorPlenty of spaceDifferentiation:Variety of books; dotsClass-made booksTask cardsKeep the Station Going Throughout the Year:New booksNew pointersDifferent color tapeDifferent partnersPropsPencils and paper for connectionsBlank sticky notes for synonymsMasking devicesChange color of sticky notesKeeping Kids Accountable:Invite children to perform reading during sharing timeHave students sticky note connections; collect and compare quality of connections overtimeEncourage students to list what they’ve learnedStudents can tape-record their readingUse forms in Appendix c; jot down reading behaviors and share with studentsChapter 5: Writing Work StationWhat the Children Do:Write something – provide models and then post examples at stationTalk with partners about writing Write descriptions – things they can see, hear, touch, smell and tasteTell a friend a story – use the writing help boardWriting down the story you told“Expert writing” – several pieces on a topic of interestRevise and edit – checklist to aidPractice letters Writing messages – make writing for a real purposeBeginning to use reference materials – word walls, dictionaries, thesauriWorking on pieces from writing workshop – continue pieces from writing workshopPlaying with creative ideas – freedom to choose topicUse books read aloud as models – fiction and nonfictionUsing computer for writing – some, 2nd grade and up, find writing easier this waySet Up:Small table near word wall, stacking paper tray, mailbox for notes between studentsPosition near a computer if possibleHelp boardHelps solve writing dilemmasDifferentiated by gradeMaterials:Help board, paper (variety), writing implements, alphabet strip, dictionaries, thesaurus, cards, samples of writing, charts as an aid, objects to describe, magazine pictures, dry-erase boardIntroduction:Model how to get ideas.Model how to write about topicTell students they must write somethingStay away from prompts; allow them to write about interestsModel:How to get an idea for writing – think aloud with studentsHow to spell a word – model how to write sounds heardUsing materialsPut materials away – routines for thisHow to mail a letter – with introduction of classroom mailboxesHow to confer with a peer What to do with finished work – labeled basketWord book – labelsHow to use a dictionaryWriting Work Station Possibilities – differentiated amongst grade levels; use of “I Can” statements.How to Solve Problems That May Arise:Must have explicit expectations and a routine.Put out a few materials at a time.Show how to use materials.DifferentiatingChoices.Colored tubs to provide materials for different levelsKeeping This Station Going Throughout the Year:Different colored paper.Different writing toolsNew decorative stationaryAdd to the help boardNew word cards with seasonal or themed wordsAdd a character – this character writes notes to the class at nightDaily newsChapter 6: Drama Work StationWhat the Children Do:Retell a familiar book – different formatsUsing puppets to retell a familiar book – helps with focusUsing dramatic pieces to retell a familiar book Reading a familiar play – should be familiar or could come from guided readingReading a reader’s theater script for a familiar book – read with expression without propsReading a student-authored play – simple story to write aboutCreating and using character cards for reading a script – copy characters’ names onto cards and assign rolesWriting ads for the play Audiotaping performanceSet Up:Science project board; folded and tucked into cornerStart small with one familiar storyMaterials:Books, puppets, flannel board and felt-backed pieces, prop boxes, character cards, scripts, storage container, tape recorder, magnetic board and pieces for retellingIntroduction:Decide on focusShow how to retellGradually add books and props or puppetsIntroduce plays in shared readingRead together once, reread the next day, read on their ownModel:Retell a book – retell for them and then with themUse props and puppets – limit the numberHow to read a play – shared reading time; teach featuresHow to write a play – be specific with featuresHow to Solve Problems that May Arise:Let students know of expectations Continue modelingAdd new things to keep interestDifferentiation:Read aloud or use pictures as a guideOver time, include different levelsColored dots on character cardsKeeping This Station Going Throughout the Year:New storyNew propsInvite students to gather propsStudent-made puppetsFlannel board to magnetic and reverseWrite a play togetherChapter 7: ABC/Word Study Work StationWhat the Children Do:Sorting letters – sort by various featuresMaking letters – practice writingDoing ABC puzzles – wooden or foam puzzles for visualsReading ABC books – varietyWriting ABC books – provide blank pages or blank booksReading ABC charts – make or use commercially produced large ABC charts Sorting words – provide individual words to sort in a variety of waysDoing word hunts – students can look in familiar books to find words with a particular feature.Putting words in ABC order Playing word games Doing dictionary/thesaurus work – used to check spelling, meaning, pronunciationSet Up:Used with student helpPlace students’ names under word wallMake it interactivePlace a library pocket under the words for each letter.Near the interactive word wallCreate space on the front of your metal teacher desk; then provide sorting ideasLetter sorts – stick, circle, dot, hump, tail, slantWord sorts – by number of letters, number of syllables, short a, long a, silent e, starts/ends like my name, parts of speech, animals/colors/people/numbersSmall table/deskAlphabet chartsMaterials:Letter formation cardsMagnetic lettersDry-erase board and markersWikki StixPlay doughRubber stamp lettersABC postersABC booksAlphabet tilesMolded tactile letters and tactile letter cardsSponge alphabet lettersMagna doodleLetter templatesLetter-trace cardsDictionaries/thesauriMagnetic word cards; magnetic surfaceInteractive word wallIntroduction:Begin by teaching with the word wallTeach sortingAdd new activities over timeModel:How to sort letters – begin with easier tasks; then sort by features of lettersHow to correctly form letters – work with this during interactive writingHow to read ABC books – begin with pictures, one letter, and one word per pageHow to read ABC charts – how to point to each letter, picture, wordHow to sort words (or pictures) How to do a speed sort – speed sorts after learning word sorts; provide timerHow to go on word hunts – look in familiar booksHow to play word games – some can be taught to whole class; some should be taught in small groupsHow to use and store materialsHow to use dictionaries and word books – model as you come across interesting or unusual wordsHow to Solve Problems That May Arise:Only put materials in place as they are neededRemove students who are losing interestVariety of activities to prevent boredom Labels to determine where items will be returnedDifferentiation:Observe students with letter tasks and see if they are ready to move to word tasks.Assign tasks to groups of students based on needs.Chart in the station with colored squares and students’ names written on clothespins and clipped to the color on the chart that tells them where to work.Word study tasks cards.Games may be labeled for differentiationKeep track of where students are in their word studyWord study folder made to show which students need what materialsWays to Keep This Station Going Throughout the Year:Change words on the wallAdd new word study games over timeVary writing materialsVary materials for making wordsAdd new word study booksLet older students design their own task cards for things to do at this stationAssess:Think about where students were before you sent them to the station.Know what a child is using but confusingAssess how students are doing after a few rounds of practiceChapter 8: Poetry Work StationWhat the Children Do:Reading a poem – handwritten, typed, sentence strips, card.Buddy reading a poem – familiar poemsIllustrating a poem – can choose from poems and illustrate themFilling in the blanks – copy a poem and leave blanks for some of the lettersBuilding a poem – write a poem line by line on sentence strips for children to reassembleChanging a poem – provide sticky notes to substitute wordsCopying a poem – copy poems into their own notebooksListening to a poem – tape recorderTape recording a poem and taking it home to listen to in the car – access their own fluencyWriting a poem Making a poem with magnetic wordsFinding special words or kinds of words in a poem – highlighter tape to mark rhyming wordsFinding a pattern in the poemComparing two poems – using a Venn diagramMemorizing and performing a poem – every six to nine weeksReading about poets – create an author study about a poetSet Up:Hang chartsPoems written on large chartsOne tub of poetry booksMultiple copies of favorite poemsMaterials:Tubs of poetry booksPoems copied onto large chart paperJump-rope rhymes or tongue twistersA tub of songbooksPaired poemsPoet study informationPointersWikki stixHighlighter tapePhotocopied poemsPaperPencils and crayonsMagazine picturesCopies of student-written poemsChildren’s rhyming dictionarySticky notes and thesaurusSimple propsIntroduction:During shared reasonModel reading strategies you would like them to practiceOver time, add “I Can” cards to work stationsModel:How to read a poem fluently – read across a line in a smooth voiceHow to read with good expression – interesting voiceHow to find rhyming words – teach students to listen to words that sound the sameHow to determine the pattern of the poem – connect literacy to math patternsHow to make connections – write what a poem reminds you ofHow to create visual images – model what you seeHow to illustrate a poem How to buddy read a poem – read in sync with a partnerHow to write a poem – how to write poems using kids’ poemsHow to compare two poems – Venn diagram How to Solve Problems That May AriseAsk students for ideas of what they would like to do to avoid boredomMusic and rhythmAsk students to read poems for you if they are not staying on taskDifferentiation:Poems at a variety of levels; colored dotsBuddy readPoems for two voicesWays to Keep This Station Going Throughout the Year:Change poems as neededAdd new booksAdd new study tubAdd a new kind of paperAdd a new medium for illustrating poemsAdd a three-ring notebook labeled “our favorite poems”Write poems with the class and add themAdd magazine picturesAdd a rhyming dictionaryChapter 9: Other Work StationsComputer Work StationWhat the Children Do:Play a gameListen to a book on a CDRead along with a book on a CDIllustrate a storyWrite a storyMake a picture and write about itType my spelling wordsEdit a piece of my writingResearch an authorRead a book reviewWrite a book review and post itEmail a pen palUse accelerated readerPossible Problems:Everyone wants a turnToo loudChildren need helpSame game is always playedChildren just drawThe game is just a glorified worksheetInterruption to take an accelerated reader testListening Work StationI Can:Turn the page with the beepRead alongTalk to my partner about the tapeDraw a picture of my favorite partWrite about something I learnedRetell the storyProblems:Too loudInterruption Students play with plugChildren have erased some of the tapesPuzzles and Games Work StationI Can:Put a puzzle togetherPlay a gameCooperate Count the pieces in a puzzleWrite a note if pieces are missingMake my own puzzleMake my own gameProblems:Children do not take turnsNot finished when time is upPieces are missingStudents do not cleanNot enough roomBuddy Reading Work StationI Can:Read a book with my buddyRead a page, then you read a pageRead a page, then you be my echoRead the whole book, then you read the whole bookRead a characters part, then you read another character’s partRead a social studies chapter with my buddyKeep it Interesting by:Adding new booksRemoving books that children have grown tired ofAdding special buddy reading badges and pointersAdding two pairs of matching sunglasses with lenses removedAdding two oversized white t-shirts labeled “buddy reading”Overhead Work Station:I Can:Read a poem on a transparencyCircle and read special wordsMake words with magnetic lettersMake words with overhead letter tilesMake sentences with overhead letter tilesSort and read overhead word tilesRead and complete transparency my teacher did with us in classRead and complete a morning message on a transparencyPractice handwriting on the overheadProblems:Sharing materialFighting over turning the machine on/offMess made from water spray bottleBreaking the overheadPocket Chart Work StationI Can Match:Names and photosNames and missing lettersWords and picturesWords and definitionsIndividual words to those in a poem written on sentence stripsWords with similar meaningsWords with opposite meaningsI Can Sort:PicturesLetters by featuresLetters with different fontsNamesWordsRhyming wordsI Can Sequence:Lines in a poemEvents of a storyWords in ABC orderThings that happened in a science experimentDirections to followWords to create my own sentenceWords to create my own poemProblems:A lot of materialsBoredomCreation Work StationI Can:Read about an artistRead about an illustratorStudy illustrations Make a puppet for a playIllustrate a book I wrote or readMake props to go with a play I readMake a mask to go with a favorite characterDesign a book jacket for a book I readRead and follow directions to make somethingRead a book about how to make somethingRead a how-to-draw book and make a drawingProblems:No room for thisStudents taking too many materials at onceMessyStudents do not want to go to other workstationsScience/Social StudiesI Can:KindergartenRead books about petsDraw a picture of a pet and write about what a pet needsSort pictures of petsTell about my sortDo a pet survey1st gradeRead about insectsMake a label and insect diagramWrite five facts about insectsMake a poster about an insectObserve an insect with a magnifying lenseWrite about what I observe2nd gradeRead and tell what made a character a good citizenWrite about someone I know being a good citizenWrite a letter thanking someone for showing good citizenshipListen to or sing a patriotic songRead about state and national symbolsRead a brochure about my stateMake a brochure about state and national symbolProblems:Students couldn’t make brochure on their ownChildren cannot read the content books at this stationHandwriting Work StationI Can:Practice writing lettersCircle by best letter and tell why it is the bestUse a dry-erase pen on the practice boardWrite letters with my finger in the sandCopy a poemTeach my partner how to make a letterUse stencils and trace lettersTrace a letter over and over againUse formation cardsFor Kindergarten TeachersResponsibility to add literacy to traditional centers so students can learn as they play.Possibilities for housekeeping center:RecipesCookbooksTelephone bookAddress bookPaper for grocery listsMagazinesEnvelopesPostcardsPlay moneyThroughout the year, change housekeeping to:Doctor’s officePost officeRestaurantSchoolBeachGrocery storeFarm markerFlower shipMuseumBlock center – students use problem solving and mathematical skillsProvide a road map rugInclude maps of city and statePicture books with homes in other countries; students can build these homesArchitectural booksHelp children make labels for buildingsChildren spell names with blocksSand or Water CenterABC confettiFill a tray with shaving creamABC cookie cutters; press into sandAlphabet pasta in the sandLetter spongesDig for letters; “treasure hunt”Chapter 10: Planning for Practice at Literacy Work StationsLook to see what your students already know and what they need to know next.Must schedule time to observe students and collect data.ClipboardsEvery child has a card on the clipboard and their names are visible Schedule times for observationsObservations during small groups would workRecord:Self-correctionsSkipped word and read onUsed beginning and ending sounds of unknown wordsFlipped through page; no oral languageTalked about book with a friendAsked friend for helpJoined most sentences with “and”Wrote, then draw picture, etc.Running RecordsLook for patterns amongst students’ recordsExamine how children use structural cues while they read or how their reading sounds.Look at meaning cuesCheck to see if students are using more than visual, structural, meaning for cuingMake notes about fluencyNote comprehensionLooking at WritingObserve students doing interactive writingNote what they find confusingLook at their ideas firstLook at their understanding of the audienceConsider organizationThink about sentence fluencyLook at writing conventionsLook at word choiceEstablishing a System for Collecting DataCan collect data by looking at several students or one or two work stations a dayReading assessment notebooks for each child; observations can be done during conferences.Eyeball one literacy work station per dayHave to know what you are looking forGrades: Focus on Practice, Not ProductsYou can try grades at workstations, but not every dayLet students know when you expect products and when products will be graded at workstations.Can grade what students are practicing at workstationsRemember these stations are designed for independent practice; students are not perfect.How to Document Progress for ParentsPhotosAnecdotal recordsShow parents children’s work during conferencesSharing TimeHave students share how they are using their practice timeFind out what is going well and what is notWork Stations for the Emergent Stage of LiteracyPhonological awareness, develop print awareness and concepts about print, begin to learn about letters and soundsExperimenting with writingWork Stations for the Early Stage of LiteracyRead and write high-frequency wordsUse pictures and print to construct meaningReread to self-correctWork Stations for Transitional ReadersGaining in fluencyGood decoding, but may lack comprehensionMaking the transition to silent readingChanges in Work Stations During Second GradeLonger periods at the stationsStudents should be writing and reading about topics of interest for longer periods of timeMaybe two long stations instead of three short stationsMove toward more sustained independent practiceBegin workstations with quiet workStill important to observe students; don’t make every station product orientedWork Stations for Second Language LearnersPut these students with more fluent readers during station timeListening work station: these students will benefit from hearing more EnglishClassroom library: place books that have already been read here Big book work station: second language learners can practice reading with the support of a partner.Drama work station: second language learners can retell the story with a partner using propsWriting work station: partners work together to tell the second language learner’s storyWord study work station: have pictures and objects available to sortBuddy reading work station: fluent reader might read to second language learnersPoetry work station: English speaker can read to partner; partner can listen for rhyming words or words beginning with certain soundsBear Notes:Chapter 1: Developmental Word KnowledgeThe Braid of Literacy5 threads make up the braid of literacy: orthography, reading, oral language, stories, and writing.Students expand vocabulary by comparing concepts.Word study occurs in hands-on activities that reflect basic cognitive learning processes: comparing and contrasting by categorizing word features and then discovering similarities and differences within and between categories.Children’s SpellingAn informed analysis of students’ spelling attempts can cue timely instruction in phonics, spelling, and vocabulary that is essential to move students forward in reading and writing.By using students’ spelling as a guide, teachers can efficiently differentiate effective instruction in phonics, spelling, and vocabulary. This instruction is called word study.Why is Word Study Important?Becoming fully literate is dependent on fast, accurate recognition of words and their meanings in texts and fast, accurate production of words in writing.Students need hands-on opportunities to manipulate word featuresThe best way to develop fast and accurate perception of word features is to engage in meaningful reading and writing.Students look at words so that they can construct an ever-deepening understanding of how spelling works to represent sound and meaning.The Purpose of Word StudyFirst, students develop a general knowledge of English spelling.Second, word study increases specific knowledge of words.The purpose of word study is to examine words in order to reveal the logic and consistencies within our written language system and to help students achieve mastery in recognizing, spelling, and defining specific words.What is the Basis for Developmental Word Study?Spelling errors that reflect students’ uncertainty:Errors dealing with the alphabetic match of letters and soundsErrors dealing with letter patternsErrors dealing with words related in meaningThree layers of English orthography:Alphabet:The first layer of information at work.Relies on the sound embedded in the names of letters to represent the sounds they are trying to represent; doesn’t work for all letters.PattermOverlies alphabetic layerLook beyond single letters and find consistency with patternsCVCVCCVVCVMeaningStudents learn that group of letters can directly represent meaning – morphemes.Vocabulary and spelling instruction become closely related.Learning the Layers of English OrthographyPlace the types of words to be studied in order of progression.As students become independent readers, they add another layer of complexity by using patterns.Experiences to pass through the layers:Alphabetic – teachers can contrast aspects of the writing system that relate directly to the representation of sound.Pattern – contrast patterns as they relate to vowels.Conventions – teachers can help students become aware of the stability of these elements across variations.Development of Orthographic KnowledgeThe study of word features must match the level of word knowledge of the learner.Word study instruction matches need of child – called instructional level.Find out with what each child already knows and start from there.Students’ spelling is a great window into how they think the system works.ZPD (zone of proximal development) – when students are instructed here, they can build on what they already know and learn what they need to know.Refers to the span between what a learner knows and is able to do independently and what she is able to do with support and guidance.Stages of Spelling DevelopmentThere is often overlap of the three general layers of information and specific word features.Stages are marked by the spelling errors students make as well as changes in the way they read words.Conduct spelling assessments three times per year to track students’ progress.Students orthographic knowledge is defined by three functional levels:What students do correctly – independent/easy levelWhat students use but confuse – instructional levelWhat is absent in students’ spelling – frustration/too difficult levelEmergent Spelling:Encompasses the writing efforts of children who are not yet reading conventionally; sometimes have not been exposed to reading instruction.Most toddlers, preschoolers, kindergarteners and some students in first grade are emergent spellers.Scribbles at first; move to something that looks like script to “tell” about pictures.Students learn letters and pay attention to the sounds in words.The movement from this stage to the next hinges on learning the alphabetic principle.Letter Name-Alphabetic Spelling:Second stage; students are formally taught how to read.Most between 5-8 years old.Early in the stage, students use the names of the letters as cues to the sounds they represent.The letter-name alphabetic stage is divided into early, middle, and late periods.Moving through the stage, students learn to segment the sounds or phonemes within words to match the appropriate letters or letter to pair those sequences.Early letter-name alphabetic spelling:Alphabetic principle primarily applied to consonants.Find matches between letters and the spoken word by how the sound is made or articulated in the mouth.Middle t later letter name-alphabetic spelling:Students are learning to segment both sounds in consonant blends.Later letter name-alphabetic spellers:Consistently represent most regular short vowel sounds, diagraphs, and consonant blends because they have full phonemic awareness.Within Word Pattern Spelling:Can read and spell many words correctly.Expands throughout second and third grades.Mostly 7-10 year olds.Begins when students can correctly spell most single-syllable short vowel words correctly as well as consonant blends, diagraphs, and preconsonantal nasals.Begin to include patterns or chunks of letter sequences.First study common vowel patterns, then less common vowel patterns.Syllables and Affixes Spelling:Typically achieved in upper elementary and middle school.Most often between 9-14 years old.Towards the end, students explore spelling patterns involving affixes that affect the meanings of words.Derivational Relations Spelling:Final stage in the developmental model.Most found in middle school, high school, and college.Examination of how many words may be derived from base words and word roots.Spell most words correctly; a lot of incorrect spelling reflects a lack of knowledge about derivations. Often confuse consonant doublingThe Synchrony of Literacy DevelopmentDevelopment in one area relates to development in other areas.Emergent Readers:Efforts are more pretend than real.Children lack an understanding of the alphabetic principle.Attachment to letters in their names.Beginning Readers:Has moved from pretend reading to real reading.Benefit from repeated reading of predictable text and texts with many phonetically regular words.Transitional Readers:Move into the within word pattern spelling stage Master onsets and then rimes.Students move from needing support materials and techniques to being able to pick from various texts and reading them independently.Reading moves from halting to expressing.Intermediate and Advanced Readers:Characterized by syllables and affixes and derivational relations.Accompanied by the ability to solve abstract problems and to reflect metacognitively on experiences.Automatic word recognition.Good accuracy and speed.Broader experience base; can choose from different reading styles.Learn to become strategic readers.Chapter 2: Getting Started: The Assessment of Orthographic DevelopmentInformal Observations to Assess Orthographic KnowledgeObserve Students’ Writing:Show us what students are using but confusing.Samples can be kept to document students’ needs and growth over time.Some students are anxious about spelling and will only use words they know how to spell.When students concentrate on getting their ideas on paper, they may not pay attention to spelling.Observe Students’ Reading:The ability to read words lies a little ahead of students’ spelling accuracy.If students can spell a word, then they can already read the word.Show us what students are using but confusing.Having students read at their instructional levels means that they can read most words correctly and when they encounter unfamiliar words in text, their orthographic knowledge, combined with context, will usually help them read the words.Assessment should also include an informal qualitative spelling inventory.Qualitative Spelling InventoriesConsist of lists of words specially chosen to represent a variety of spelling features at increasing levels of difficulty. Using Inventories:Four basic steps:Select an inventory based on grade level and students’ achievement levels. Administer the inventory much as you would a traditional spelling test, but do not let the students study the words in advance.Primary – simple cvc words then ends with inflectional endingsElementary – begins with bed and ends with oppositionUpper-level – begins with switch and ends with successionAnalyze students’ spelling using a feature guide. This analysis will help you identify what orthographic features students know and what they are ready to study as well as their approximate anize groups using a classroom composite form and/or the spelling-by-stage classroom organization chart. These will help you assess students’ mastery for developmental groups.Monitor overall progress by using the same inventory up to three times a year. Weekly spelling tests and unit spell checks will also help you assess students’ mastery of the orthographic features they study.Preparing Students for the Spelling Inventory:No studyingStudents must understand the reason for taking the test.Create a relaxed atmosphereAdminister:Call the words aloudSay each word twice and use it in a sentenceMove around the roomKnow When to Stop:Scan the room and watch for misspellings and frustrationScore and Analyze:Each word has orthographic features that are marked separately.Begin by marking right or wrong; raw score.Score the Feature Guides:Look to the right of each word to check off each feature of the word that is represented correctly.After scoring each word, add the checks in each column and record the total score for that mon Confusions in Scoring:Reversals should be seen as the letters they were meant to represent.Kinetic reversals – the letters are present but not in order; give credit but not for the correct spelling of the word.Students add letters to make the word longer; give credit to what they have correct.Identifying Features for Instruction:Instruction should begin at the point where a student first makes two or more errors on a feature.Determine a Developmental Stage:A student who has learned to spell most of the features relevant to a stage is probably at the end of that stage.If a student is beginning to use key elements of a feature but still has some misspellings from the previous stage, the student is at an early point in that new stage.Developmental levels should be circled across top bar.Group Students for InstructionGrouping to Meet Students’ Diverse Needs:When students study an orthographic feature, they should be grouped with students who are ready to learn the same feature.Two to four groups are usually needed.Classroom Composite Chart:Staple students spelling testsSort papers based on power scoreRecord scores from the bottom row of each student’s feature guideHighlight cells in which students are making two or more errorsLook for instructional groupsSpelling-by-Stage Classroom Organization Chart:Ideally, these students will have additional instruction with a literacy specialist or in a tutoring program to review and practice activities that are appropriate for the letter name-alphabetic spelling stage.Factors to Consider When Organizing Groups:Groups of 6-8Best spellers are not likely to be affected with grade-level word study activities that might be easy for them.However, less able spellers will suffer if they are working at frustration level.Students might be outliers in groups.Other AssessmentsIt is beneficial to have a systematic way of assessing your students’ application of their growing word knowledge in their writing.Qualitative spelling checklist – by looking in journalsEmergent class record – used to assess daily writing or inventory results of pre-k or kindergartenKindergarten spelling inventory – five three-phoneme words are scoredMcGuffy spelling inventory – useful for conducting individual testing and for obtaining grade level information.Viise’s word feature inventory – divided into four achievement levels corresponding to four of the five stages of developmental word knowledge.Set Goals and Monitor Student Growth Over TimeUse a Variety of Assessments to Monitor Growth:Weekly spelling tests and unit testsSpelling inventories – students may be given the same spelling inventory three times during the year to assess progressUsing the same one each time is recommended.Spell checks – mini-inventories that can be used over shorter periods of time.Fine-tune placementPretest for a feature or unit of studyPosttestDelayed posttestQualitative spelling checklist Develop Expectations for Student Progress:Need long term goalsTeachers should know where students need to be at the end of the year.Teachers should know range of development within grade levelsGoal-Setting/Progress Monitoring:Long term goals reflect expectationsShort term goals indicate the feature necessary to study to reach the designated long term goal.Monitor elementary students.Meet individually with older students.Can be used to track progress and to guide conferencesChanging Groups in Response to Progress:Look at spelling samples – power scores and feature scores.Look at uncorrected writing samplesLook at the synchrony of literacy developmentSharing Progress:Spelling inventories, spell checks, and goal-setting/progress monitoring charts are valable artifacts to add to students’ portfolios.Explain spelling inventory to parentsSometimes, spelling inventories become part of students permanent recordsAssessing the Spelling Development of English Learners:Explore their literacy knowledge in their first language.Spelling inventory in primary language can indicate their literacy level in English.Responses to inventories will allow you to see where confusion is located.Remember that a student’s primary language will influence their secondary language. ................
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