Monday Time period 9:00-10:00 Language and Word Study 9:00- 9:15 Interactive Read Aloud Teacher role

Student role

9:15- 10:00 Word Study

Teacher reads the first chapter with the students together to begin the week stopping at critical points to ask questions to introduce a new skill Introduce the short class chapter book for the week. Provide students with some words that the students may have trouble with while reading the book. Create a chart to add to the weekly word wall

Students are attentive during the read aloud, answering questions when asked, making connections and reflect after reading is finished. Students are following along on the pages where the difficult vocabulary words are pointed out. Students record the same chart on the word wall onto a sheet that mimics the chart. They can use this to reference to while reading the book.

10:00-11:00 Reading Workshop 10:00-10:15 DEAR (Drop Everything And Read)

10:15-10:30 Mini-lesson

Teacher goes around to as many students as possible during this time to conference with students while they are reading their independent reading book. Conferences serve to ensure that the child is reading at the correct reading level by asking questions that test comprehension. Teacher introduces a reading skill through a mini-lesson. This follows the format of teacher introduces skill/strategy solely through teacher instruction followed by students practicing skill for a few minutes with little teacher help, followed by students completing the reinforcing assignment independently.

Students are reading quietly and independently if the teacher is not conferencing with them. At the end of reading, students are to write on post-its one question they have after reading, and one statement to summarize what they just read to refer back to before reading again. Students are paying attention while teacher introduces the new skill/strategy, then practice with the teacher as a class, followed by completing the assignment individually.

10:30-10:45 Study literature

10:45-11:00 Guided Reading

The teacher goes around the class visiting with different partnerships to listen in on the conversations and make sure the students are remaining on task. The teacher redirects discussion if needed. The last five minutes should be spent with a group discussion between the class sharing points that they talked about within their partnerships. While the students are working on their daily reflections, groups of four or five students who are grouped homogeneously based on reading level ability are sitting with the teacher to work on guided reading. Guided reading serves as a time for the teacher to take specific time for students to model reading skills and strategies in a more personal setting. This way, students can receive more directed instruction that they may need.

Students work in partner groups that had been assigned to them in the start of the school year. During this time, they are instructed to discuss their independent reading books discussing the things they noted on post-its. They are to reflect while discussing with their partner, each partner is to provide feedback and ask questions. Students are instructed to write in their notebooks in depth about questions, statements and predictions they have written on their post-it notes about their independent reading books. They should also write something about the discussion they shared during their partnership.

Tuesday
Time period 9:00-9:30 Language and Word Study 9:00-9:15 Interactive Read Aloud Teacher role Student role

Teacher reads the next chapter of the class chapter book aloud with the class. Stopping at critical points to ask questions, offer

Students are following along during the read aloud in their own books. Noting down when the teacher stops to ask questions and make

9:15-9:30 Vocabulary

predictions and model thinking strategies while reading. Teacher facilitates vocabulary work. When a student submits a word the teacher writes it on the chart after discussing with the class and determining the meaning. The teacher will instruct the class to use the word in a sentence to develop a better understanding of the word over time.

predictions.

Students are to add to the word wall and in their notebooks. They should already have the definition to the difficult vocabulary word before submitting it to the word wall.

9:30-10:00 Reading Workshop 9:30-9:45 DEAR (Drop Everything And Read)

9:45-10:00 Study Literature

Teacher goes around to as many students as possible during this time to conference with students while they are reading their independent reading book. Conferences serve to ensure that the child is reading at the correct reading level by asking questions that test comprehension. The teacher goes around the class visiting with different partnerships to listen in on the conversations and make sure the students are remaining on task. The teacher redirects discussion if needed. The last five minutes should be spent with a group discussion between the class sharing points that they talked about within their partnerships.

Students are reading quietly and independently if the teacher is not conferencing with them. At the end of reading, students are to write on post-its one question they have after reading, and one statement to summarize what they just read to refer back to before reading again. Students work in partner groups that had been assigned to them in the start of the school year. During this time, they are instructed to discuss their independent reading books discussing the things they noted on post-its. They are to reflect while discussing with their partner, each partner is to provide feedback and ask questions.

10:00-11:00 Writing Workshop 10:00-10:15

Teacher introduces a writing

Students are paying attention

Mini-lesson

10:15-10:35 Guided Writing

10:35-11:00 Independent Writing

skill through a mini-lesson. This follows the format of teacher introduces skill/strategy solely through teacher instruction followed by students practicing skill for a few minutes with little teacher help, followed by students completing the reinforcing assignment independently. While the students are working on their partnership writing, groups of four or five students who are grouped homogeneously based on writing level ability are sitting with the teacher to work on guided writing. Guided writing serves as a time for the teacher to take specific time for students to model writing skills and strategies in a more personal setting. This way, students can receive more directed instruction that they may need. While students are working individually, the teacher is having writing conferences with specific students individually. The teacher must be sure to be respectful towards the students work when making corrections or suggestions. The teacher should also use this time to discuss writing progress and set goals for the near future.

while teacher introduces the new skill/strategy, then practice with the teacher as a class, followed by completing the assignment individually.

Students are working with their writing partners (different from their reading partners) to edit any chosen piece of writing. They should focus on the specific skill or strategy that was introduced during the mini-lesson.

During this time, students are writing independently for a specific chosen audience. They can write a letter to the teacher, a classmate, a teacher in the school, or a person within our community. If students receive a letter they are to write back during this time. This should be completed quietly and individually.