Documente Academic
Documente Profesional
Documente Cultură
1:Belowgradelevel
2:Atgradelevel
3:Abovegradelevel
Time
Daily
Indepe
ndent
Readin
g
Daily
Indepen
dent
Writing
Reading
:
Reading
Skills
Reading:
Applyin
g
Work
Station:
Poetry
9:00
9:20
9:40
10:00
10:20
11:00
11:20
Writin
g
Skills
and
Work
Station:
Class
room
Library
1
10:40
Teaching
Work
Station
:
Word
Study
3
Strategie
s
11:40
Writin
g
Applying
Skills
and
Strategie
s
12:0
0
Reading: Teaching
Skills and Strategies
9:20-9:40
Mini-Lesson:
Monitoring
(Clarifying)
Narrative Text
SOLs: 3.5 k
Introduction
Tell students, When you are watching a movie and you miss
something what do you do? (Rewind and watch again, accept
student answers) Good. When you realized you missed
something and did not understand, you realized it and went
back. You can do the same thing when you are reading.
Read first page aloud. Stumble upon a word. Write the problem
word on the board.
Comment: This creates a problem situation to demonstrate
monitoring through a think-aloud.
Teacher Modeling
Teacher think-aloud:
I am not sure how to pronounce this word, I also do not know
what it means. I have not read far enough to know if this is an
important word to the story. Since I am reading it by myself I
do not need to know how to exactly pronounce it. I am going
to keep reading and see if I can figure out what the word
means enough to understand.
Direct students to listen to the next few pages. You will stop
after each page and ask a student to raise their hand and thinkaloud to summarize the page. While they are thinking aloud,
prompt them with question. Were there any words you didnt
know? What did you do about it? Was there anything you
would like to reread? Why? Did you have to adjust your
predictions as you read? Why?
Student Modeling
and Guided Practice
Comment: Gives students the job of modeling, but still with the
teacher present to offer support.
Teacher think aloud:
I am understanding the majority of what I am reading. I
understand a lot of the words, and the words I do not know
exactly what they mean, I can use clues from the text to figure
out what is going on. A few of the names confused me, but I
Summarizing and
Reflecting
Reading: Application
of Skills and
Strategies
9:40-10:00
SOLs: 3.5 k & m
Cooperative Reading
Routine
Application of
Monitoring
Split students into groups and hand out class copies of the
novel Because of Winn-Dixie. Have group one get into pairs
to cooperative read.
Explain that they will read chapter two switching readers at
every other page. After they have read two pages they will
collaborate and summarize what is happening in the plot line.
Once they have come to a conclusion, they will write the
summary in two sentences. This will be done on one sheet of
paper with both of the students names on it to save time.
Comment: This gives students extra support in application.
*The collaboration between students is helpful for ELLs. The
ELL can be paired with a native English speaker to help the
student comprehend the story line, even if they cannot read
every word. Also, the native English speaker can define or
clarify words that are confusing for the ELL, without
interrupting the teacher.
Once the time is up the students will turn in their summaries in
a basket specified by the teacher.
Daily Independent
Writing
10:00-10:20
SOLs: 3.9
time is up.
-When they have finished they will put all materials back into
the basket, including rewrites of pomes they did.
Activity: Word Sort
Work Station: Word
Study
10:40-11:00
SOLs: 3.3 & 3.4 b
Daily Independent
Reading
11:00-11:20
SOLs: 3.5 m
Writing: Learning to
Write
11:20-11:40
Shared Writing
Routine
Mini LessonLearning to Use a
Thesaurus
SOLs: 3.9 b, c & g
Introduction
Teacher Modeling
Student Modeling
and Guided Practice
Continued Teacher
Modeling
Teacher Think-Aloud:
I am thinking of the word said. I am going to draw on my
vocabulary knowledge and think of a few other words that
mean the same thing as said but a more descriptive. I think
shouted, whispered, boasted, sneered, asked, recommended.
Those are just a few but all of these are more descriptive than
just writing said.
Now let's take a sentence from our story. I am going to choose
One nice, sunny fall day. I want us to think of more
descriptive words that mean the same thing as nice. Can
someone raise their hand and tell me a more descriptive word
for nice. (accept a few student answers.)
These are all great words, but this can be difficult sometimes.
I am going to teach you to use a tool that will make this easier.
We are going to learn to use a thesaurus.
I am going to take the word nice and look it up in the
thesaurus. You look up words in a thesaurus just like you look
up words in a dictionary.
Comment: Drawing on prior knowledge. Students are
comfortable looking up words in a dictionary.
Introduction of
Using Thesaurus
Mini-Lesson
Teacher Modeling
Comment: Gives students the job of modeling, but still with the
teacher present to offer support.
Teacher think aloud:
I am understanding the majority of what I am reading. I
understand a lot of the words, and the words I do not know
exactly what they mean I can use clues from the text to figure
out what is going on. A few of the names confused me, but I
read far enough to figure out that they were names of
characters.
Student Modeling
and Guided Practice
Summarizing and
Reflecting
Reading: Applying
Skills and Strategies
10:00-10:20
SOLs: 4.5 k
Split the group into pairs. Explain to the students that they will
read each page silently to themselves. After they individually
read a page, have them summarize with their partner what
happened on that page. Following a quick collaboration, the
students will silently read the next page and then repeat the
process.
They will continue this until they finish chapter 2.
Comment: The collaboration keeps the students accountable
for each other, making sure they are both grasping the main
points of each page.
Daily Independent
Writing
10:20-10:40
SOLs: 4.7
Work Station:
Classroom Library
11:00-11:20
Materials:
-A rug, pillows, possibly a lamp; things to make the station
inviting and comfortable for students.
-Three color-coded baskets with developmentally books for
each of the three learning groups.
-A basket of books that are new, seasonal, or are dealing with a
subject we are covering in class.
-Three different worksheets
Procedure:
-Students will choose a book from the correct basket.
-After they are done reading, they will complete the worksheet
in the basket for their group.
*ELLs can read books that are in their native language and
then complete the reflection activity in English. This way they
have a solid understanding of the plot line and their
preferences about the book. Then from that understanding they
can complete the questions on the worksheets in English.
**SameasGroup1**
Writing: Learning to
Write
11:20-11:40
Shared Writing
Routine
Mini LessonLearning to Use a
Thesaurus
SOLs: 4.4 c
Writing:
Developmentally
Appropriate Writing
11:40-12:00
SOLs: 4.4 c
Study
9:00-9:20
SOLs: 5.4 c
Work Station:
Classroom Library
9:20-9:40
SOLs: 5.5
Procedure:
-Students will choose a book from the correct basket.
-After they are done reading, they will complete the worksheet
in the basket for their group.
*ELLs can read books that are in their native language and
then complete the reflection activity in English. This way they
have a solid understanding of the plot line and their preferences
about the book. Then from that understanding they can
complete the questions on the worksheets in English.
Introduction
Tell students, When you are watching a movie and you miss
something what do you do? (Rewind and watch again, accept
student answers) Good. When you realized you missed
something and did not understand, you realized it and went
back. You can do the same thing when you are reading.
Ask students what strategies they use to monitor their own
reading. Prompt students if needed
Comment: the higher group is probably already monitoring
themselves when they read. By asking their strategies, I am
promoting metacognition.
Direct students to read the next few pages. You will stop after
students finish and ask a student to raise their hand and think-
Student Modeling
and Guided Practice
Summarizing and
Reflecting
Reading:
Application of Skills
and Strategies
10:20-10:40
SOLs: 5.5 l
Application of
Monitoring
Daily Independent
Reading
10:40-11:00
Writing: Learning to
Write
11:20-11:40
Shared Writing
Routine
Mini LessonLearning to Use a
Thesaurus
SOLs: 5.4 e
Writing:
Developmentally
Appropriate Writing
11:40-12:00
SOLs: 5.7 f