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GCO 2 Reading and viewing: Students will be able to communicate information and ideas
effectively and clearly, and to respond personally and critically to a range of texts.
GCO 3 Speaking and listening: Students will be expected to interact with sensitivity and
respect, considering the situation, audience, and purpose.
GCO 9 Writing and representing: Students will be expected to create texts collaboratively and
independently, using a variety of forms for a range of audiences and purposes.
GCO 10: Students will be expected to use a range of strategies to develop effective writing and
media products to enhance their clarity, precision, and effectiveness. (continued)
GCO: students will be expected to experiment with a range of prewriting, drafting, editing,
proofread- ing and presentation strategies
SCO E: (Read aloud): Students will be expected to sustain one-to-one conversations and
contribute to small- and large-group interactions
SCO : Speaking and Listening: Students will demonstrate a growing awareness of social
conventions such as turn- taking and politeness in conversation and co-operative play
Writing SCO A: Provide regular opportunities for students to receive feedback to their work
(one-to-one, small-group, and large-group conferences)
SCO: Teach students how to record and organize their information. Model note-making and
organizational strategies, and give students practice in such activities as a group and/or
individually.
Students will be expected to experiment with a range of prewriting, drafting, editing, proofreading and presentation strategies
Materials:
All students sit in their spot on the carpet. I will use reciprocal teaching during this read aloud:
summarize, clarify, question, predict.
During writing we will practice using fancy words and million dollar words in our writing.
BODY BREAK AND TRANSITION
10:45-10:50
Watch Youtube video about verbs: Lights, Camera, Action!
DEEPENING OF KNOWLEDGE: Mini Lesson
Today:
1) Finish Recommendation letter for me
2) Write a letter to whomever you wish
3) Work on writing use verbs!
After reading
-Why do you think the girl wanted to catch all the animals
-why do you think the girl set them all free at the end of the story?
-choose an animal that you see around your house. Write a rhyming sentence
I was looking in my trunk. Then I saw a tiny chipmunck. I caught it. I picked it up. I put it in
a cage.
write on whiteboard/piece of paper student ideas
After Reading
-periods-how to read the sentence
-look for words that being with f, b, r, s.
-I am___ this is what I wear activity
-I am going to bed-activity (find the word I) do the sheet
CLOSING: Silent Reading
11:40-11:58 Students may get their black box of books and select a spot in the room to read.
Only 4 are allowed on the carpet.
During this time I will ensure that students are on task and have books to read.
I will confer with students to ask about what they are reading.
11:58-12 Transition: students put away books and prepare for lunch.
ASSESSMENT
I will asses student comprehension and ability to communicate during the read aloud with
the 4 reciprocal teaching strategies.
I will be conferencing with students from 11:00-11:20 for writing
I will be doing guided reading from 11:20-11:58.
DIFFERENTIATION
Students read silently at their own level and choose books appropriate for their level. Students
have chosen their own topic to write about. Peer support and conferring is encouraged, as well
as students writing independently. When I confer with students for reading and writing, it will
be to help them improve their reading and writing at their level.
References:
NB Grade 2 curriculum, 6 + 1 Traits for Writing by Ruth Culham p 195.
Reflection: