You are on page 1of 53

Grade 1 Daily Schedule

Day 1
Time

Before
students
enter

Learning
Language
Activity
Curriculum
(Literacy
Expectations
Food Groups)

Plan

Place the morning book bin in the centre of the carpet area.
Take two High-Five the Word cards (refer to Appendix A) off the word wall
and place them on the classroom door near students eye level.
On the portable whiteboard, write Mondays morning message (refer to
Appendix B).

8:408:50

Kiss and Ride Monitor (Duty): Please supervise Kiss and Ride Area 1.

8:509:00

The students will hang their jacket and place other belongings in their
locker. They should bring their agenda into the classroom and put it in their
desk.
When students enter the classroom, they are to High-Five the High-Five
the Word words posted on the wall by the classroom door as they read
them.
Greet each student by their name.
Teacher should take attendance as students enter the classroom and hand
the completed attendance to Attendance Monitor (refer to Appendix C for
job descriptions and assignments for the week).
Students who have assigned jobs should complete their jobs before they
read on the carpet area.
Students are to pick a book from the morning book bin and sit in a circle.
They should read the book quietly and individually until the singing of the
national anthem.
After the national anthem and during the morning announcements,
students are to put the books away in the morning book bin. Book Bin
Carriers will put it away in the reading nook.

8:509:00

Hive-Five the
Word!
(Vocabulary)

R3.1
automatically
read and
understand
some highfrequency
words

Objective:
Students can recognize, review, and
read two high-frequency words.
Materials:
Two High-Five the Word cards taken off
of the word wall
Procedure:
Place two High-Five the Word words on
the classroom door before the school
day begins. They should be place near
the students eye level.
As the students walk by the door to enter
the classroom, they have to High-Five

each word as they read them out loud.


Accommodations:
Students can seek teacher or peer
support, by high-fiving the words and
having a partner read them.
Pictures representing the words may be
placed next to them.
Assessment:
As teacher greets the students by the
door, he/she will observe their interaction
with the words.
Teacher will observe whether the
students recognize and read these words
correctly during guided reading.
Teacher will observe whether the
students refer to the word wall to look for
these words during writing activities.
9:059:10

After the national anthem and the morning announcements finish, teacher
will sing the Good Morning song to greet each student as a circle. (Good
morning (student name), good morning (student name). We are glad that
you are here with us today!)

9:109:20

Fix My Errors! W2.6 identify


(Writing
elements of
Conventions) writing that
need
improvement,
including
content,
organization,
and style

9:209:30

How Was
Your

Objective:
Students can recognize and correct
conventional errors in the Morning
Message.
Materials:
Whiteboard
Dry-erase markers
Procedure:
Engage in choral reading of the Morning
Message with the students.
Ask students if they can see any
mistakes that need to be fixed in the
Morning Message.
Ask one student at a time to come up to
the whiteboard and fix the mistakes
him/herself.
Accommodations:
Students have a right to pass.
Students can explain the procedure to fix
the message instead of coming up to the
whiteboard and fixing it him/herself.
Assessment:
Teacher will observe while students can
correctly fix the errors in the message.

Objective:
O2.2
demonstrate an
Students can orally communicate about

9:309:55

Weekend?
(Oral
Language)

understanding
of appropriate
behaviour in
paired sharing
discussions
O2.3
communicate
ideas and
information
orally in a
clear, coherent
manner

one given topic, listen actively, and


respond to their partners in a positive
manner.
Materials:
None
Procedure:
Pair up students by current seating.
Person on the left will have the first turn
to speak about their weekend for 2
minutes.
After the 2 minutes, signal them, and the
person on the right will have the next turn
to speak.
When both students in each pair have
finished sharing, ask students to find
another partner based on a certain
element (ex. find a friend who is wearing
the same colour shirt as you). Students
will have 1 minute to stand up and find
their second partner.
Once all students have found a partner,
follow the above procedure again.
Accommodations:
Students have a right to pass, and
students without a partner can share with
teacher.
If two students speak the same language
other than English, they can share in
another language.
Assessment:
Teacher will walk around and listen to
students conversations without
interrupting. Teacher should observe if
students are communicating clearly,
staying on topic, and responding to each
other in positive ways.

Read Aloud
(Reading
Comp.)

R1.2 identify a
purpose for
reading
R1.3 identify a
few reading
comprehension
strategies and
use them
before, during,
and after
reading to
understand a
text

Objective:
Students are introduced with cautionary
tales through a whole group read-aloud
of Knuffle Bunny by Mo Willems and
understand the purpose of cautionary
tales.
Students can predict what the text will be
about based on information on the title
page.
Students are prompted to make
inferences during the text.
Materials:
Knuffle Bunny by Mo Willems

Chart paper
Markers
Procedure:
Students will be seated on the carpet
area, facing teacher.
Place a piece of chart paper on the
portable whiteboard, facing students.
Hold up the book and show students the
title page. Read the title and subtitle.
Write Cautionary Tales at the top of the
chart paper and ask students what do
you think cautionary tales are?
Write down students answers in a point
form.
After about 5 answers, explain that
cautionary tales are stories that give us
warnings.
Have a short discussion about fictional
stories, by saying Knuffle Bunny is a
fictional story. Does anyone remember
what fictional stories are?
Start reading the book. Prompt students
to make inferences by asking questions
like why do you think? and how do
you think?
Read up to the page in which Trixies
parents take her back to the laundromat
and have a short discussion about what
students think would happen next.
Explain that the rest will be read
tomorrow.
Accommodations:
Teacher will use hand gestures and body
language to demonstrate the storyline of
the text.
Students who have difficulty with hearing
or English language can sit closer to the
book so that they can read the print and
look at the illustrations as they listen.
Assessment:
Teacher will listen to students responses
and assess if they are answering the
questions in a coherent manner.
Teacher will gauge students with
questions throughout the text for
assessing their comprehension.
9:5510:15

Daily 5
(Writing
Processes &

R3.3 read
appropriate,
familiar texts at

Objective:
Students will take responsibility to
engage in assigned literacy activities.

Strategies,
Reading
Fluency &
Expression,
Spelling &
Word Study)

10:1510:30

a sufficient rate
and with
sufficient
expression to
convey the
sense of the
text (to oneself
and others)
W2.1 write
short texts
using a few
simple forms
W3.2 spell
unfamiliar
words using a
variety of
strategies that
involve
understanding
sound-symbol
relationships,
word
structures, and
word meanings

Nutrition Break (Prep)

Students reading fluency will be


assessed.
Materials:
Students individual book folders
Students individual writing journals
3 computers
3 headphones
Dictionaries
Magnetic letters and metal trays
Picture Word Cards (refer to Appendix D)
Procedure:
Refer to Appendix G for Day 1 Block 1s
Daily 5 group assignments and
responsibilities for each centre.
Place group tags on each corresponding
centre so that students know where their
centre is for the first block.
Provide individual Conference With the
Teacher students with the fluency
assessment passage (refer to Appendix
E). Make sure to have a copy for
recording. While students read the text,
mark words that students struggle with
and provide assistance. Note if they read
with expression. Ask the 2 follow-up
questions. Note if they answer the
questions according to the text just read.
Conference with at least 2 individual
students during the first block of Daily 5.
At 10:05, change the group tags and
signal students to move to their centre
for the second block of Daily 5.
Follow the above procedure to assess
reading fluency of 2 Conference With the
Teacher students.
Accommodations:
Students will be provided with easier
fluency texts if they struggle with more
than 3 words in a sentence.
Students may not have to read the whole
text depending on the workload.
Assessment:
Teacher will use assessment passages
in Appendix E and record reading
fluency.

10:3010:45
10:4511:30

Recess (Prep)

Math Read
Aloud: Jack
the Builder
(Knowledge
Building)

R1.5 use
stated and
implied
information and
ideas in texts
initially with
support and
direction, to
make simple
inferences and
reasonable
predictions
about them
R1.6 extend
understanding
of texts by
connecting
ideas to their
own knowledge
and experience
R1.8 express
personal
thoughts and
feelings about
what has been
read

Objective:
to help students make connections
among simple mathematical concepts
and procedures, and to relate
mathematical ideas to situations drawn
from everyday contexts.
Materials:
Jack the Builder book
by Stuart J Murphy.
Class set of White Board with dry erase
markers and brushes

Procedure:
While students are on recess, set out
White Boards and dry erase markers in a
semi-circle on the carpet.
Once students come in have them sit in
a semi-circle, and introduce text.
As students are interested in building
(during recess/freeplay), explain that we
will be reading this book to find out what
strategies Jack uses to build! Then begin
reading the text.
On pages 3, 5, 8 and 12 (marked with
sticky notes) prior to reading the next
page ask students:
what do they predict will happen
Math
when Jack adds ___ number of
NSN Quantity
blocks?
relationships:
How do they know this? What
read and print
previous examples in the text
in words whole
help them with their prediction?
numbers to ten,
What math theory or strategy
using
could/would they use to help
meaningful
them make their prediction?
contexts
For each page have students use their
estimate the
individual whiteboard to write down the
number of
number they predict Jack will have.
objects in a set
Highlight different representations of
and check by
numbers and encourage students to
counting.
experiment with representing numbers
using words.
Conclude the whole group lesson by
providing each student with a package
for 5 addition flash cards.
Have students work in pairs to predict

the sum, and write their prediction down


using various representations. Students
should discuss amongst themselves their
thinking that informed their estimation
(using math language previously
discussed in class---see math wall).
Once students have made their
prediction they should calculate the sum
of their equation.
Accommodations:
Flash cards with word representations (a
well as numerals, dots etc) are available
for those students who are having
difficulty printing to use to express
themselves
Students know that they can also refer to
the math word wall for assistance
spelling.
Assessment:
Teacher can assess students oral
language to discern their knowledge of
mathematical language being explored in
the text.
Student predications can also be
assessed to understand student use of
prior knowledge and of the text in
determining their predictions
Student writing on the Whiteboards can
be quickly assessed to determine
student ability to represent their
predictions in various ways.
11:3012:15

Physical Education: Students are to go to the gymnasium for their class


with Ms. Patroni. Make sure students walk from the classroom to the
gymnasium in a line, in a responsible manner. (Prep)

12:1512:45

Lunch (Break)

12:451:00

Recess (Prep)
As students come into the classroom, they are to sit on the carpet area,
facing the teacher.

1:001:45

Social
Studies
(Vocabulary,
Knowledge
Building)

W2.3 use
familiar words
and phrases to
convey a clear
meaning
W3.3 confirm

Objective:
Students can spell familiar words to
describe significant places in their
community.
Students can write short sentences to
describe those places, using directional

spellings and
word meanings
using one or
two resources
Social Studies
B3.1 identify
some of the
natural and
built features of
their
community
B3.2 identify
some distinct
areas in the
local
community
B3.3 describe
the location of
some
significant
places in their
community,
using relative
distance and
direction

vocabulary.
Materials:
Whiteboard
Dry-erase markers
Small pieces of paper
Clipboards
Pencils
Knuffle Bunny by Mo Willems
Dictionaries
Computers
Procedure:
Pick a page on Knuffle Bunny and draw
students attention to the illustrations.
Ask if they notice something special
about the illustrations.
After a short whole group discussion,
point out that the illustrator uses two
different media (actual photos in the
background and cartoon drawings).
Draw their attention to the photos in the
background. Ask them questions like
what do you see in the photos?, do
you see places like these in our
neighbourhood?, what city do you think
this is?, and have you ever been to
places like these?
Write Places in Our Neighbourhood on
the top of the whiteboard and ask the
following question: If we are to make a
story book that happens in our
neighbourhood, where should we go to
take pictures? Take 2-3 answers and
write them down.
Select one place (ex. school) and write
down one sentence describing the
reason why this place is significant. (ex. I
like going to school because I can play
with my friends.)
Add one more sentence about its
direction. (ex. From home, I have to go
straight to go to school.)
Make a list of directional vocabulary with
students. (Refer to Appendix H) Make
sure to give examples of sentences that
use those words.
After the whole group discussion, provide
groups of 2-3 students with a small piece
of paper on a clipboard. Ask them to
think of at least 5 more places in their
neighbourhood and write them down.

Encourage students to utilize dictionaries


and computers to find words.
Once they have at least 5 places written
down, provide individual students with
My Favourite Places template (refer to
Appendix F). They will pick 3 favourite
places and write down their answers.
Encourage students to use descriptive
and directional words.
Accommodations:
Students can seek teacher or peer
support by working with a partner.
Online translators will be provided for
students who need extra support with
English language.
Teacher will write some words and
sentences for students who have
difficulty with handwriting.
Students can type words and sentences
if computers are available.
Assessment:
Teacher will collect student work and
assess their spelling and use of
descriptive/directional vocabulary.
1:452:30

Library: Students are to go to the library for their class with Ms. White.
Make sure students walk from the classroom to the library in a line, in a
responsible manner.
Advise students to sit on the carpet area and wait for Ms. Whites
instructions. Stay in the library with the students and engage in the
activities.
Assist Ms. White and the students as they borrow a book/books to bring
home. Students are to read individually while waiting for all of their
classmates to finish borrowing books.
Students are to return to the classroom in a line, in responsible manner.

Recess (Prep)

2:302:45
2:453:15

Afternoon
Literacy
(Reading
comprehensi
on strategies
and Fluency
and
Expression)

1.1 read a few


different types
of literary texts
1.4
demonstrate
understanding
of a text by
retelling the
story or
restating
information

Objective:
reflect on and identify their strengths as
readers, areas for improvement, and the
strategies they found most helpful
before, during, and after reading.
Materials:
Leveled reading books
Picture books
Procedure:

from the text,


including the
main idea
1.6 extend
understanding
of texts by
connecting the
ideas in them
to their own
knowledge and
experience, to
other familiar
texts, and to
the world
around them
1.7 identify the
main idea and
a few elements
of texts, initially
with support
and direction
1.8 express
personal
thoughts and
feelings about
what has been
read

2:45- 3:00
Have students choose a book to read
either from their reading bins (based on
their reading level) or they may also
choose another book
Students are to read for 15mins.
3:00-3:15
After 15mins, play the Price is Right
game show music. This is the cue for
students to convene on the carpet for the
Book Showcase.
2 students have signed up to highlight a
book of their choice, other students may
also volunteer to share their book if they
choose. In their presentation students
will provide a brief synopsis of the text.
They will discuss how they were able to
understand the text, and discuss
strategies they used to help them with
parts of the text they found difficult. They
will also discuss why they chose the
book (any personal connections to the
text), would they recommend the text
(students created their own book
recommendation rating system), they will
also share a passage of the text and
answer any questions students may
have about the text.
Accommodations:
Visual cues will be available for ELL
students to use in order to help them
recount details of the text.
Assessment:
As students are presenting, make notes
of students knowledge of text, ability to
express themselves using
developmentally appropriate punctuation.
For ELL students compare current
presentation to previous book
showcases to assess student progress
over time.

3:153:30

Closing
Circle-Novel
Read Aloud
(Fluency &
expression;

Language
R1.1 read a
few different
types of literary
texts

Objective:
To help students recognize a variety of
text forms, texts and stylistic elements
and demonstrate understanding of how
they help communicate meaning

Reading
Comprehensi
on)

R1.7 identify
the main idea
and a few
elements
of texts, initially
with support
and direction
R1.3 identify a
few reading
comprehension
strategies and
use them
before, during,
and after
reading to
understand
texts,
initially with
support and
direction.
R1.4
demonstrate
understanding
of a text by
retelling the
story or
restating
information from the
text, including
the main
idea
Oral Language
R2.3 communicate ideas and
information
orally in a
clear, coherent
manner

Materials:
The Sugar-Gum Tree by Patricia
Wrightson
Procedure:

Begin by asking for a student volunteer


to recap what happened in the book
when we last read.
Ask another student to expound upon the
characters in the novel that we have
come across so far and ask another
student to describe the setting.
Begin reading, paying attention to
fluency and expression

Accommodations:
The book features some illustrations so that
students who are having difficulties
understanding can revisit the text at their leisure
to have a look at the pictures to help with their
understanding
Assessment:
Observe student responses as they recount the
details of the story from the last passage that
was read.

Day 2
Time

Before
students
enter

Learning
Language
Activity
Curriculum
(Literacy
Expectations
Food Groups)

8:509:00

8:509:00

Plan

Place the morning book bin in the centre of the carpet area.
Take two High-Five the Word cards (refer to Appendix A) off the word wall
and place them on the classroom door near students eye level.
On the portable whiteboard, write Mondays morning message (refer to
Appendix B).
The students will hang their jacket and place other belongings in their
locker. They should bring their agenda into the classroom and put it in their
desk.
When students enter the classroom, they are to High-Five the High-Five
the Word words posted on the wall by the classroom door as they read
them.
Greet each student by their name.
Teacher should take attendance as students enter the classroom and hand
the completed attendance to Attendance Monitor (refer to Appendix C for
job descriptions and assignments for the week).
Students who have assigned jobs should complete their jobs before they
read on the carpet area.
Students are to pick a book from the morning book bin and sit in a circle.
They should read the book quietly and individually until the singing of the
national anthem.
After the national anthem and during the morning announcements,
students are to put the books away in the morning book bin. Book Bin
Carriers will put it away in the reading nook.

Hive-Five the
Word!
(Vocabulary)

R3.1
automatically
read and
understand
some highfrequency
words

Objective:
Students can recognize, review, and
read two high-frequency words.
Materials:
Two High-Five the Word cards taken off
of the word wall
Procedure:
Place two High-Five the Word words on
the classroom door before the school
day begins. They should be place near
the students eye level.
As the students walk by the door to enter
the classroom, they have to High-Five
each word as they read them out loud.
Accommodations:
Students can seek teacher or peer
support, by high-fiving the words and
having a partner read them.

Pictures representing the words may be


placed next to them.
Assessment:
As teacher greets the students by the
door, he/she will observe their interaction
with the words.
Teacher will observe whether the
students recognize and read these words
correctly during guided reading.
Teacher will observe whether the
students refer to the word wall to look for
these words during writing activities.
9:059:10

After the national anthem and the morning announcements finish, teacher
will sing the Good Morning song to greet each student as a circle. (Good
morning (student name), good morning (student name). We are glad that
you are here with us today!)

9:109:20

Fix My Errors! W2.6 identify


(Writing
elements of
Conventions) writing that
need
improvement,
including
content,
organization,
and style

9:209:30

My Favourite
Places
(Oral
Language)

Objective:
Students can recognize and correct
conventional errors in the Morning
Message.
Materials:
Whiteboard
Dry-erase markers
Procedure:
Engage in choral reading of the Morning
Message with the students.
Ask students if they can see any
mistakes that need to be fixed in the
Morning Message.
Ask one student at a time to come up to
the whiteboard and fix the mistakes
him/herself.
Accommodations:
Students have a right to pass.
Students can explain the procedure to fix
the message instead of coming up to the
whiteboard and fixing it him/herself.
Assessment:
Teacher will observe while students can
correctly fix the errors in the message.

Objective:
O2.2
demonstrate an
Students can orally communicate about
understanding
one given topic, listen actively, and
of appropriate
respond to their partners in a positive
behaviour in
manner.
Materials:
paired sharing
discussions
None

9:309:55

Read Aloud
(Reading
Comp.)

O2.3
communicate
ideas and
information
orally in a
clear, coherent
manner

Procedure:
Pair up students by current seating.
Person on the left will have the first turn
to speak about their favourite places in
neighbourhood for 2 minutes.
After the 2 minutes, signal them, and the
person on the right will have the next turn
to speak.
When both students in each pair have
finished sharing, ask students to find
another partner based on a certain
element (ex. find a friend who is wearing
the same colour shirt as you). Students
will have 1 minute to stand up and find
their second partner.
Once all students have found a partner,
follow the above procedure again.
Accommodations:
Students have a right to pass, and
students without a partner can share with
teacher.
If two students speak the same language
other than English, they can share in
another language.
Assessment:
Teacher will walk around and listen to
students conversations without
interrupting. Teacher should observe if
students are communicating clearly,
staying on topic, and responding to each
other in positive ways.

R1.2 identify a
purpose for
reading
R1.3 identify a
few reading
comprehension
strategies and
use them
before, during,
and after
reading to
understand a
text
R1.7 identify
the main idea
and a few
elements of a
text

Objective:
Students can retell the previous storyline
and connect the next storyline to it.
Students can compare their predictions
with the actual storyline.
Students are prompted to make
inferences during the text.
Students can grasp the main idea of the
text.
Materials:
Knuffle Bunny by Mo Willems
Chart paper from previous day
Markers
Procedure:
Students will be seated on the carpet
area, facing teacher.
Place the chart paper from previous day
on the portable whiteboard, facing

students.
Hold up the book and show students the
title page. Ask if they remember what we
read yesterday. Guide students to
summarize the storyline coherently.
Choose 4 students to come up and
assign roles (Trixie, Daddy, Mommy,
Knuffle Bunny). Ask students to act out
the storyline up to the point read. Guide
the students as they do so. (ex. what
was Knuffle Bunny when Daddy was
putting laundry in the washing machine?)
Draw their attention to yesterdays
predictions. Read the predictions out
loud. Ask if they have any more
predictions. Write them down if they have
any.
Ask them to keep the predictions in mind
and see if what happens in the story
matches their predictions.
Begin reading from the page where left
off.
Prompt students to make inferences by
asking questions like why do you
think? and how do you think?
Finish reading and ask students to
summarize the story by using the FiveWs: who, what, when, where, and why
questions.
Ask why they think the author decided to
write this story and call it a cautionary
tale.
Generate ideas for the main idea of the
text by asking what warning is the
author trying to give us? Write them
down on the chart paper, under
Cautionary Tales.
Accommodations:
Teacher will use hand gestures and body
language to demonstrate the storyline of
the text.
Students who have difficulty with hearing
or English language can sit closer to the
book so that they can read the print and
look at the illustrations as they listen.
Assessment:
Teacher will listen to students responses
and assess if they are answering the
questions in a coherent manner.
Teacher will gauge students with

questions throughout the text for


assessing their comprehension.
9:5510:15

Daily 5
(Writing
Processes &
Strategies,
Reading
Fluency &
Expression,
Spelling &
Word Study)

R3.3 read
appropriate,
familiar texts at
a sufficient rate
and with
sufficient
expression to
convey the
sense of the
text (to oneself
and others)
W2.1 write
short texts
using a few
simple forms
W3.2 spell
unfamiliar
words using a
variety of
strategies that
involve
understanding
sound-symbol
relationships,
word
structures, and
word meanings

Objective:
Students will take responsibility to
engage in assigned literacy activities.
Students reading fluency will be
assessed.
Materials:
Students individual book folders
Students individual writing journals
3 computers
3 headphones
Dictionaries
Magnetic letters and metal trays
Picture Word Cards (refer to Appendix D)
Procedure:
Refer to Appendix G for Day 2 Block 1s
Daily 5 group assignments and
responsibilities for each centre.
Place group tags on each corresponding
centre so that students know where their
centre is for the first block.
Provide individual Conference With the
Teacher students with the fluency
assessment passage (refer to Appendix
E). Make sure to have a copy for
recording. While students read the text,
mark words that students struggle with
and provide assistance. Note if they read
with expression. Ask the 2 follow-up
questions. Note if they answer the
questions according to the text just read.
Conference with at least 2 individual
students during the first block of Daily 5.
At 10:05, change the group tags and
signal students to move to their centre
for the second block of Daily 5.
Follow the above procedure to assess
reading fluency of 2 Conference With the
Teacher students.
Accommodations:
Students will be provided with easier
fluency texts if they struggle with more
than 3 words in a sentence.
Students may not have to read the whole
text depending on the workload.
Assessment:
Teacher will use assessment passages
in Appendix E and record reading

fluency.
10:1510:30

Nutrition Break (Duty): Supervise Rooms 101-109

10:3010:45

Recess (Duty): Supervise Area 3 of the Black Top.

10:4511:30

Math: Jack
the Builder
(Motivation
for literacy)

- Compose and
decompose
numbers up to
20 in a variety
of ways using
concrete
materials
- Estimate the
number of
objects in a set
and check by
counting
- relate
numbers to the
anchors of 5
and 10
Language
1.9 begin to
identify, with
support and
direction, the
speaker and
the point
of view
presented in a
text and
suggest
a possible
alternative
perspectives

11:3012:15

Math: Jack
the Builder
(Motivation

- estimate the
number of
objects in a set,

Objective:
To create representations of simple
mathematical ideas
Materials:
Jack the Builder book
by Stuart J. Murphy
Foam blocks
Foam Dice
Procedure:
As students enter from recess, have
them sit in a circle, place the basket of
foam blocks in the middle
Explain to students that we will be rereading the Jack the Builder text, but this
time as we read each page, they will be
acting out what Jack does in the story.
Model/guide students through the first
page as an example:
Jack has 2 blocks (have the
student immediately to the right of
the teacher choose 2 blocks from
the basket). He makes a house
(have the next student come and
build a house using the 2 blocks
that the previous student
choose). Subsequently move
onto the next student.
Continue until you have reached the end
of the story. Highlight to students how we
can use the Jack the Builder text to help
us practice counting on and making
predictions.
Explain that the text will be available
during Math Centres for students to
explore and take turns dramatizing.

Ask students if there are any other game


activities that they can derive from the
Jack the Builder text. Gather 3-4

for literacy)

and check by
counting
- solve a
variety of
problems
involving the
addition and
subtraction of
whole numbers
to 20, using
concrete
materials and
drawings
- solve
problems
involving the
addition and
subtraction of
single-digit
whole
numbers, using
a variety of
mental
strategies

suggestions and encourage students to


explore those ideas during Math Centres.
Briefly introduce the Roll a Building game
as a subsequent activity that students
can play during Math Centers based off
the text.
Explain the game:
2 players take turns rolling dice
and adding the number of foam
blocks that they roll to the existing
pile. Each time they roll students
should reconstruct their pile of
foam blocks to build something
new by adding onto the existing
pile. Students should record the
values that they roll and calculate
the sum that ensues after each
roll.
Choose a students to help model the
activity, then ask if there are any
questions. Dismiss students to Math
Centres for the latter half of the Math
period.
The available centers for today are:
Jack the Builder prediction station
The survey says! (data
organization center)
Roll-a-Building
Bug under the Rug!
Lets make a Pie
Have students start tidying up their
center activities at 12:05pm to get ready
for lunch

Accommodations:
Each center is designed to be open
ended in order to account for various skill
levels within the room. Students are able
to engage in center activities at a level
they feel comfortable.
Assessment:
As students work at the various centers,
go around and--using the mental note
app on the ipad--take pictures and
document observations on student
findings and insights.
12:1512:45

Lunch (Break)

12:451:00

Recess (Prep)
As students come into the classroom, they are to sit on the carpet area and
engage in quiet conversations, until Mr. Norman comes.

1:001:45

Music/Dance/Drama with Mr. Norman in our classroom (Prep)

1:452:30

Science/Tech
nology
(Writing
Conventions
&
Vocabulary)

Objective:
ST1.1 identify
personal action
To assess the role of humans in
that they
maintaining a healthy environment
Materials:
themselves
can take to
Wendels Workshop book by Chris
help maintain a
Riddell
healthy
Paper
environment
Pencils/Crayons
for living things,
Loose articles (paper towel rolls,
including
toothpicks, foam, etc)
Procedure:
humans
ST1.2 describe
Have students gather on the carpet.
changes or
Begin by reminding students that we
problems that
have been discussing the environment in
could result
science. Have a few students give a
from the loss of
definition of as a reminder of what we
some kinds of
have been discussing what is the
living things
environment?
that are part of
Ask students: What happens to humans
everyday life
when part of their environment is not
L2.1 write short
healthy? Take 3-4 suggestions from
texts using a
students, and then ask students to keep
few simple
that question in mind as we read the text.
Forms
Read Wendels Workshop. On pages 13,
L2.4 write
17 and 20 stop and ask students the
simple but
following reflection questions:
complete
What are some ways that
sentences
humans help and hurt other living
that make
things?
sense
After reading, explain to students that
3.1spell some
they are all scientist just like Wendel and
high-frequency
their task is to create their own robot that
words correctly
they can program in different ways to do
things at home and at school that will
keep their environment healthy.
First they should create a plan, which
includes programming details (what will
the robot do that will help keep the
environment healthy?). Their plan should
include 3-4 sentences and should also
include a sketch of their robot.
Review writing conventions with
students. Ask students what components

are necessary to make a sentence?


What does a sentence start with? What
type of punctuation do i need at the end?
Also refer students to the Science
vocabulary word wall. Take a few
suggestions of the kinds of words we can
use from our word wall to describe things
that the robot can do to keep the
environment healthy.
Once, they have finished their
programming and sketch plan, they can
proceed to the Scientific Workshop
Center, to build their robot using the
materials available.
Accommodations:
Students can refer to word wall for
specific terms related to the environment
from previous brainstorm activity.
Assessment:
As students work, walk around the room
and review their progress and
conferencing with those who need
additional help.
Once students are finished, conference
with students to review their work before
they proceed to the Scientific Workshop
Center to create their robot.

2:302:45
2:453:15

Recess (Prep)

Afternoon
Literacy
(Reading
comprehensi
on strategies
and Fluency
and
Expression)

1.1 read a few


different types
of literary texts
1.4
demonstrate
understanding
of a text by
retelling the
story or
restating
information
from the text,
including the
main idea
1.6 extend
understanding

Objective:
reflect on and identify their strengths as
readers, areas for improvement, and the
strategies they found most helpful
before, during, and after reading.
Materials:
Leveled reading books
Picture books
Procedure:
2:45- 3:00
Have students choose a book to read
either from their reading bins (based on
their reading level) or they may also
choose another book

of texts by
connecting the
ideas in them
to their own
knowledge and
experience, to
other familiar
texts, and to
the world
around them
1.7 identify the
main idea and
a few elements
of texts, initially
with support
and direction
1.8 express
personal
thoughts and
feelings about
what has been
read

Students are to read for 15mins.


3:00-3:15
After 15mins, play the Price is Right
game show music. This is the cue for
students to convene on the carpet for the
Book Showcase.
2 students have signed up to highlight a
book of their choice, other students may
also volunteer to share their book if they
choose. In their presentation students
will provide a brief synopsis of the text.
They will discuss how they were able to
understand the text, and discuss
strategies they used to help them with
parts of the text they found difficult. They
will also discuss why they chose the
book (any personal connections to the
text), would they recommend the text
(students created their own book
recommendation rating system), they will
also share a passage of the text and
answer any questions students may
have about the text.
Accommodations:
Visual cues will be available for ELL
students to use in order to help them
recount details of the text.
Assessment:
As students are presenting, make notes
of students knowledge of text, ability to
express themselves using
developmentally appropriate punctuation.
For ELL students compare current
presentation to previous book
showcases to assess student progress
over time.

3:153:30

Closing Circle
(Reading
Fluency &
Expression
and Reading
Comprehension
Strategies)

Language
R1.1 read a
few different
types of literary
texts
R1.7 identify
the main idea
and a few
elements
of texts, initially
with support

Objective:
To help students recognize a variety of
text forms, texts and stylistic elements
and demonstrate understanding of how
they help communicate meaning
Materials:
The Sugar-Gum Tree by Patricia
Wrightson
Procedure:

and direction
R1.3 identify a
few reading
comprehension
strategies and
use them
before, during,
and after
reading to
understand
texts,
initially with
support and
direction.
R1.4
demonstrate
understanding
of a text by
retelling the
story or
restating
information from the
text, including
the main
idea

Begin by asking for a student volunteer


to recap what happened in the book
when we last read.
Ask another student to expound upon the
characters in the novel that we have
come across so far and ask another
student to describe the setting.
Begin reading, paying attention to
fluency and expression

Accommodations:
The book features some illustrations so that
students who are having difficulties
understanding can revisit the text at their leisure
to have a look at the pictures to help with their
understanding
Assessment:
Observe student responses as they recount the
details of the story from the last passage that
was read.

Oral Language
R2.3 communicate ideas and
information
orally in a
clear, coherent
manner
Day 3
Time

Before
students
enter

Learning
Language
Activity
Curriculum
(Literacy
Expectations
Food Groups)

Plan

Place the morning book bin in the centre of the carpet area.
Take two High-Five the Word cards (refer to Appendix A) off the word wall
and place them on the classroom door near students eye level.
On the portable whiteboard, write Mondays morning message (refer to
Appendix B).

8:408:50

Kiss and Ride Monitor (Duty): Please supervise Kiss and Ride Area 1.

8:509:00

The students will hang their jacket and place other belongings in their
locker. They should bring their agenda into the classroom and put it in their
desk.
When students enter the classroom, they are to High-Five the High-Five
the Word words posted on the wall by the classroom door as they read
them.
Greet each student by their name.
Teacher should take attendance as students enter the classroom and hand
the completed attendance to Attendance Monitor (refer to Appendix C for
job descriptions and assignments for the week).
Students who have assigned jobs should complete their jobs before they
read on the carpet area.
Students are to pick a book from the morning book bin and sit in a circle.
They should read the book quietly and individually until the singing of the
national anthem.
After the national anthem and during the morning announcements,
students are to put the books away in the morning book bin. Book Bin
Carriers will put it away in the reading nook.

8:509:00

Hive-Five the
Word!
(Vocabulary)

R3.1
automatically
read and
understand
some highfrequency
words

Objective:
Students can recognize, review, and
read two high-frequency words.
Materials:
Two High-Five the Word cards taken off
of the word wall
Procedure:
Place two High-Five the Word words on
the classroom door before the school
day begins. They should be place near
the students eye level.
As the students walk by the door to enter
the classroom, they have to High-Five
each word as they read them out loud.
Accommodations:
Students can seek teacher or peer
support, by high-fiving the words and
having a partner read them.
Pictures representing the words may be
placed next to them.
Assessment:
As teacher greets the students by the
door, he/she will observe their interaction
with the words.
Teacher will observe whether the
students recognize and read these words
correctly during guided reading.
Teacher will observe whether the

students refer to the word wall to look for


these words during writing activities.
9:059:10

After the national anthem and the morning announcements finish, teacher
will sing the Good Morning song to greet each student as a circle. (Good
morning (student name), good morning (student name). We are glad that
you are here with us today!)

9:109:20

Fix My Errors! W2.6 identify


(Writing
elements of
Conventions) writing that
need
improvement,
including
content,
organization,
and style

9:209:30

Changes in
Our
Neighbourho
od
(Oral
Language)

Objective:
Students can recognize and correct
conventional errors in the Morning
Message.
Materials:
Whiteboard
Dry-erase markers
Procedure:
Engage in choral reading of the Morning
Message with the students.
Ask students if they can see any
mistakes that need to be fixed in the
Morning Message.
Ask one student at a time to come up to
the whiteboard and fix the mistakes
him/herself.
Accommodations:
Students have a right to pass.
Students can explain the procedure to fix
the message instead of coming up to the
whiteboard and fixing it him/herself.
Assessment:
Teacher will observe while students can
correctly fix the errors in the message.

Objective:
O2.2
demonstrate an
Students can orally communicate about
understanding
one given topic, listen actively, and
of appropriate
respond to their partners in a positive
behaviour in
manner.
Materials:
paired sharing
discussions
None
Procedure:
O2.3
communicate
Pair up students by current seating.
ideas and
Person on the left will have the first turn
information
to speak about changes they notice in
orally in a
their neighbourhood for 2 minutes.
clear, coherent
After the 2 minutes, signal them, and the
manner
person on the right will have the next turn
to speak.
When both students in each pair have
finished sharing, ask students to find

another partner based on a certain


element (ex. find a friend who is wearing
the same colour shirt as you). Students
will have 1 minute to stand up and find
their second partner.
Once all students have found a partner,
follow the above procedure again.
Accommodations:
Students have a right to pass, and
students without a partner can share with
teacher.
If two students speak the same language
other than English, they can share in
another language.
Assessment:
Teacher will walk around and listen to
students conversations without
interrupting. Teacher should observe if
students are communicating clearly,
staying on topic, and responding to each
other in positive ways.
9:309:55

Writers
Workshop
(Writing
Processes &
Strategies,
Vocabulary)

W1.2 generate
ideas about a
potential topic,
using a variety
of strategies
and resources
W1.3 gather
information to
support ideas
for writing in a
variety of ways
and/or from a
variety of
sources
W1.5 identify
and order main
ideas and
supporting
details, using
simple graphic
organizers

Objective:
Students can generate topics for their
own cautionary tales as a whole group.
Students can select one topic for their
cautionary tale and generate supporting
details independently.
Materials:
Knuffle Bunny by Mo Willems
Chart paper
Markers
Procedure:
Students will be seated on the carpet
area, facing teacher.
Place a piece of chart paper on the
portable whiteboard, facing students.
Ask students the Five-W questions to
help them summarize Knuffle Bunny as a
whole group.
Have a short discussion about the main
idea of the text and the idea of
cautionary tales.
Explain that students will work on
creating their own cautionary tales.
Write Our Own Cautionary Tales on the
top of the chart paper and ask students
to generate ideas/personal stories about
things to be careful for. Write down their
answers.

When students come up with about 5


topics, ask them to take their writing
journal to their desk.
Students should pick a possible topic
and write down answers for the Five-Ws
and time order questions (first, next,
finally) to plan their cautionary tale.
Accommodations:
Students can demonstrate their plan in
drawing.
Teacher can scribe for those who have
difficulty with handwriting.
Assessment:
Teacher will listen to students responses
and assess if they are able to generate
ideas related to the topic.
Teacher will collect the writing journals
and assess if students are able to
answer the Five-Ws and time order
questions to add details to their writing.
9:5510:15

Daily 5
(Writing
Processes &
Strategies,
Reading
Fluency &
Expression,
Spelling &
Word Study)

R3.3 read
appropriate,
familiar texts at
a sufficient rate
and with
sufficient
expression to
convey the
sense of the
text (to oneself
and others)
W2.1 write
short texts
using a few
simple forms
W3.2 spell
unfamiliar
words using a
variety of
strategies that
involve
understanding
sound-symbol
relationships,
word
structures, and
word meanings

Objective:
Students will take responsibility to
engage in assigned literacy activities.
Students reading fluency will be
assessed.
Materials:
Students individual book folders
Students individual writing journals
3 computers
3 headphones
Dictionaries
Magnetic letters and metal trays
Picture Word Cards (refer to Appendix D)
Procedure:
Refer to Appendix G for Day 3 Block 1s
Daily 5 group assignments and
responsibilities for each centre.
Place group tags on each corresponding
centre so that students know where their
centre is for the first block.
Provide individual Conference With the
Teacher students with the fluency
assessment passage (refer to Appendix
E). Make sure to have a copy for
recording. While students read the text,
mark words that students struggle with
and provide assistance. Note if they read
with expression. Ask the 2 follow-up
questions. Note if they answer the

questions according to the text just read.


Conference with at least 2 individual
students during the first block of Daily 5.
At 10:05, change the group tags and
signal students to move to their centre
for the second block of Daily 5.
Follow the above procedure to assess
reading fluency of 2 Conference With the
Teacher students.
Accommodations:
Students will be provided with easier
fluency texts if they struggle with more
than 3 words in a sentence.
Students may not have to read the whole
text depending on the workload.
Assessment:
Teacher will use assessment passages
in Appendix E and record reading
fluency.

10:1510:30

Nutrition Break (Prep)

10:3010:45

Recess (Prep)

10:4511:30

Math: Seven
Little Rabbits
- Read Aloud
(Text
Structures
and Genres)

Objective:
- represent,
compare, and
Apply developing reasoning skills (i.e.
order whole
pattern recognition skills) to make and
numbers to 50,
investigate conjectures (i.e through
using a variety
discussion with others).
Materials:
of tools
- read and print
Seven Little Rabbits book
in words whole
by John Becker
numbers to ten, Procedure
using
After recess, have students sit on the
meaningful
gray carpet. Explain to them that
contexts
sometimes when we read there are
- relate
some features of the text that help us
numbers to the
make predictions about what might
anchors of 5
happen next in the story. Ask students to
and 10
think about what features in this text help
- estimate the
them make predictions about what will
number of
happen next as the story is being read.
objects in a set,
On page 5, 8, and 12 as students:
and check by
How many rabbits will there be
counting
now? What do you predict
- compose and
What strategies, or clues in the
decompose
story helped you come up with
numbers up to
your prediction?

20 in a variety
of ways, using
concrete
materials
- demonstrate,
using concrete
materials, the
concept of oneto-one
correspondence between
number and
objects when
counting;

What will happen now that there


is only one rabbit?
After reading, provide students with a
package for subtraction cards. Have
students works in pairs to predict the
answer to the equation, and then write
their prediction down using various
representations prior to solving the
equation. Using Math language,
encourage students to share their
thinking that informed their estimation.

Accommodations:
Flash cards with word representations
(as well as numerals, dots etc) are
available for those students who are
having difficulty printing.
Students know that they can also refer

to the math word wall for assistance


spelling

Students also have access to math


manipulatives

Assessment
As students work, go around and--using
the mental note app on the ipad--take
pictures and document observations on
student findings and insights.
11:3012:15

Physical Education: Students are to go to the gymnasium for their class


with Ms. Patroni. Make sure students walk from the classroom to the
gymnasium in a line, in a responsible manner. (Prep)

12:1512:45

Lunch (Break)

12:451:00

Recess (Prep)
As students come into the classroom, they are to sit on the carpet area,
facing the teacher.

1:001:45

Social
Studies
(Vocabulary,
Knowledge
Building)

W2.3 use
familiar words
and phrases to
convey a clear
meaning
W3.3 confirm
spellings and
word meanings
using one or

Objective:
Students can use directional words to
demonstrate their understanding of a
simple community map.
Students can select significant places
around the school neighbourhood to
create their own map.
Materials:
A large print out of Simple Community

two resources

Map (refer to Appendix I)


Post-It Notes
Social Studies
Pencils
B3.3 describe
Dictionaries
the location of
Computers
Procedure:
some
significant
Present students with their Favourite
places in their
Places in Our Neighbourhood activity
community,
sheet and read 2-3 responses. Remind
using relative
students of discussions about places
distance and
around their neighbourhood.
direction
Ask students what we can use to find
B3.4
places we want to go. Guide students
demonstrate an
toward discussions about maps.
understanding
Using online sources, present them with
of the basic
different types of maps (ex. global,
elements of a
national, community). Have students
map when
take time to observe them.
reading simple
Present them with the simple community
maps
map in Appendix I.
Ask students to write down everything
they see on the map on their Post-It
Notes. They are to write each word on a
single note and place it near the place.
Select one place (ex. school) and ask
students to describe its location in
relation to other places on the map. (ex.
Is the playground very far from the
school? Is the playground on the left side
or the right side of the school?)
Write down Map of Our School
Neighbourhood on the top of the chart
paper. Have a discussion about
important places in and around our
school. Write down their answers.
As a group, select 5 places in and
around the school of which pictures will
be taken for both the cautionary tale
project and community map project.
Explain that students will be taking a
walk around the school neighbourhood
tomorrow morning.
Accommodations:
Students can seek teacher or peer
support by working with a partner.
Online translators will be provided for
students who need extra support with
English language.
Teacher can write some words for
students who have difficulty with

handwriting.
Assessment:
Teacher will collect student work and
assess their spelling and use of
directional vocabulary.
1:452:30

Visual Art: Students are to go to the visual arts room for their class with Ms.
Bigelow. Make sure students walk from the classroom to the visual arts
room in a line, in a responsible manner. (Prep)

2:302:45

Recess (Prep)

2:453:15

Afternoon
Literacy
(Reading
comprehensi
on strategies
and Fluency
and
Expression)

1.1 read a few


different types
of literary texts
1.4
demonstrate
understanding
of a text by
retelling the
story or
restating
information
from the text,
including the
main idea
1.6 extend
understanding
of texts by
connecting the
ideas in them
to their own
knowledge and
experience, to
other familiar
texts, and to
the world
around them
1.7 identify the
main idea and
a few elements
of texts, initially
with support
and direction
1.8 express
personal
thoughts and
feelings about
what has been

Objective:
reflect on and identify their strengths as
readers, areas for improvement, and the
strategies they found most helpful
before, during, and after reading.
Materials:
Leveled reading books
Picture books
Procedure:
2:45- 3:00
Have students choose a book to read
either from their reading bins (based on
their reading level) or they may also
choose another book
Students are to read for 15mins.
3:00-3:15
After 15mins, play the Price is Right
game show music. This is the cue for
students to convene on the carpet for the
Book Showcase.
2 students have signed up to highlight a
book of their choice, other students may
also volunteer to share their book if they
choose. In their presentation students
will provide a brief synopsis of the text.
They will discuss how they were able to
understand the text, and discuss
strategies they used to help them with
parts of the text they found difficult. They
will also discuss why they chose the
book (any personal connections to the
text), would they recommend the text
(students created their own book
recommendation rating system), they will
also share a passage of the text and

read

answer any questions students may


have about the text.
Accommodations:
Visual cues will be available for ELL
students to use in order to help them
recount details of the text.
Assessment:
As students are presenting, make notes
of students knowledge of text, ability to
express themselves using
developmentally appropriate punctuation.
For ELL students compare current
presentation to previous book
showcases to assess student progress
over time.

3:153:30

Closing Circle
(Reading
Fluency &
Expression
and Reading
Comprehension
Strategies)

Language
R1.1 read a
few different
types of literary
texts
R1.7 identify
the main idea
and a few
elements
of texts, initially
with support
and direction
R1.3 identify a
few reading
comprehension
strategies and
use them
before, during,
and after
reading to
understand
texts,
initially with
support and
direction.
R1.4
demonstrate
understanding
of a text by
retelling the

Objective:
To help students recognize a variety of
text forms, texts and stylistic elements
and demonstrate understanding of how
they help communicate meaning
Materials:
The Sugar-Gum Tree by Patricia
Wrightson
Procedure:
Begin by asking for a student volunteer
to recap what happened in the book
when we last read.
Ask another student to expound upon the
characters in the novel that we have
come across so far and ask another
student to describe the setting.
Begin reading, paying attention to
fluency and expression
Accommodations:
The book features some illustrations so that
students who are having difficulties
understanding can revisit the text at their leisure
to have a look at the pictures to help with their
understanding
Assessment:
Observe student responses as they recount the
details of the story from the last passage that
was read.

story or
restating
information from the
text, including
the main
idea
Oral Language
R2.3 communicate ideas and
information
orally in a
clear, coherent
manner
Day 4
Time

Before
students
enter

Learning
Language
Activity
Curriculum
(Literacy
Expectations
Food Groups)

8:509:00

8:50-

Plan

Place the morning book bin in the centre of the carpet area.
Take two High-Five the Word cards (refer to Appendix A) off the word wall
and place them on the classroom door near students eye level.
On the portable whiteboard, write Mondays morning message (refer to
Appendix B).
The students will hang their jacket and place other belongings in their
locker. They should bring their agenda into the classroom and put it in their
desk.
When students enter the classroom, they are to High-Five the High-Five
the Word words posted on the wall by the classroom door as they read
them.
Greet each student by their name.
Teacher should take attendance as students enter the classroom and hand
the completed attendance to Attendance Monitor (refer to Appendix C for
job descriptions and assignments for the week).
Students who have assigned jobs should complete their jobs before they
read on the carpet area.
Students are to pick a book from the morning book bin and sit in a circle.
They should read the book quietly and individually until the singing of the
national anthem.
After the national anthem and during the morning announcements,
students are to put the books away in the morning book bin. Book Bin
Carriers will put it away in the reading nook.

Hive-Five the

R3.1

Objective:

9:00

9:059:10

Word!
(Vocabulary)

9:109:30

automatically
read and
understand
some highfrequency
words

Students can recognize, review, and


read two high-frequency words.
Materials:
Two High-Five the Word cards taken off
of the word wall
Procedure:
Place two High-Five the Word words on
the classroom door before the school
day begins. They should be place near
the students eye level.
As the students walk by the door to enter
the classroom, they have to High-Five
each word as they read them out loud.
Accommodations:
Students can seek teacher or peer
support, by high-fiving the words and
having a partner read them.
Pictures representing the words may be
placed next to them.
Assessment:
As teacher greets the students by the
door, he/she will observe their interaction
with the words.
Teacher will observe whether the
students recognize and read these words
correctly during guided reading.
Teacher will observe whether the
students refer to the word wall to look for
these words during writing activities.

After the national anthem and the morning announcements finish, teacher
will sing the Good Morning song to greet each student as a circle. (Good
morning (student name), good morning (student name). We are glad that
you are here with us today!)
Engage in choral reading of the Morning Message and remind the students
about expectations while taking a walk around the school neighbourhood.

Walk Around
Our School
Neighbourho
od
(Vocabulary,
Knowledge
Building)

W3.1 spell
some highfrequency
words correctly

Objective:
Students can spell familiar words of
places that they observe around the
school neighbourhood.
Materials:
Small pieces of paper
Clipboards
Camera/device to take pictures
Procedure:
Pair up students by current seating.
Each pair will be provided with a
clipboard, a small piece of paper, and
pencils.

Students will walk in pairs; one person


will be responsible for writing down what
they see, while the other person helps
his/her peer records the exact location of
the places in relation to one another.
At around 9:20, have students switch
roles, so that each student has a chance
to write.
Remind students to try to record
locations accurately, especially taking
into consideration the relationships
among different places.
Teacher should take pictures of
significant places that students have
agreed on as a class.
Accommodations:
Partners can scribe for one another.
If two students speak the same language
other than English, they can share in
another language.
Students can draw their recordings
instead of writing them.
Assessment:
Teacher will consistently observe
students interactions.
Teacher will observe if students can
correctly spell familiar places that they
have practiced during Word Work.
Teacher will observe if they can record
locations relatively correctly using
drawing and writing.
9:309:55

Writers
Workshop
(Writing
Processes &
Strategies,
Vocabulary)

W1.6
determine,
after
consultation
with the
teacher and
peers, whether
the ideas and
information
they have
gathered are
suitable for the
purpose
W2.4 write
simple but
complete
sentences that
make sense

Objective:
Students can consult with the teacher
and peers to finalize the topic of their
cautionary tale.
Students can write the first draft of their
cautionary tale.
Materials:
Knuffle Bunny by Mo Willems
Whiteboard
Dry-erase markers
Writing journals
Pencils
Dictionaries
Procedure:
Students will be seated on the carpet
area, facing teacher.
Take one students writing journal as an
example, and show it to students to

9:5510:15

Daily 5
(Writing
Processes &
Strategies,
Reading
Fluency &
Expression,
Spelling &
Word Study)

W2.6 identify
elements of
their writing
that need
improvement,
including
content,
organization,
and style, using
feedback from
the teacher and
peers

remind their cautionary tale writing plan.


Explain that they will work on writing the
first draft of their cautionary tale.
Emphasize that the first draft can be
fixed later, but it has to have a finished
story with complete sentences.
Take brainstormed ideas from the
example work and demonstrate how to
transform it into a complete sentence
(ex. who? me, where? grocery store,
when? last week, what? dropped a bottle
of juice, why? playing with brother ->Last
week, I dropped a bottle of juice at the
grocery store, because I was playing with
my brother.).
Ask students to take their writing journal
and start working on their first draft at
their desks.
Circulate the classroom to assist
students as they work on their writing.
Accommodations:
Students can type on a classroom
computer instead of handwriting in their
writing journal.
Teacher can scribe for those who have
difficulty with handwriting.
Assessment:
Teacher will circulate the classroom and
consult with individual students to make
sure that they have selected a topic and
began writing complete sentences for
their first draft.
Teacher will collect the writing journals
and assess if students have finished the
first draft of their cautionary tale that has
a simple, complete storyline.

R3.3 read
appropriate,
familiar texts at
a sufficient rate
and with
sufficient
expression to
convey the
sense of the
text (to oneself
and others)
W2.1 write
short texts

Objective:
Students will take responsibility to
engage in assigned literacy activities.
Students reading fluency will be
assessed.
Materials:
Students individual book folders
Students individual writing journals
3 computers
3 headphones
Dictionaries
Magnetic letters and metal trays
Picture Word Cards (refer to Appendix D)

using a few
simple forms
W3.2 spell
unfamiliar
words using a
variety of
strategies that
involve
understanding
sound-symbol
relationships,
word
structures, and
word meanings

Procedure:
Refer to Appendix G for Day 4 Block 1s
Daily 5 group assignments and
responsibilities for each centre.
Place group tags on each corresponding
centre so that students know where their
centre is for the first block.
Provide individual Conference With the
Teacher students with the fluency
assessment passage (refer to Appendix
E). Make sure to have a copy for
recording. While students read the text,
mark words that students struggle with
and provide assistance. Note if they read
with expression. Ask the 2 follow-up
questions. Note if they answer the
questions according to the text just read.
Conference with at least 2 individual
students during the first block of Daily 5.
At 10:05, change the group tags and
signal students to move to their centre
for the second block of Daily 5.
Follow the above procedure to assess
reading fluency of 2 Conference With the
Teacher students.
Accommodations:
Students will be provided with easier
fluency texts if they struggle with more
than 3 words in a sentence.
Students may not have to read the whole
text depending on the workload.
Assessment:
Teacher will use assessment passages
in Appendix E and record reading
fluency.

10:1510:30

Nutrition Break (Duty): Supervise Rooms 101-109

10:3010:45

Recess (Duty): Supervise Area 3 of the Black Top.

10:4511:30

Math: Seven
Little Rabbits
Re-Read
(Fluency &
Expression
and Reading
Comprehensi
on Strategies)

- represent,
compare, and
order whole
numbers to 50,
using a variety
of tools
- read and print
in words whole

Objective:
Use a variety of concrete, visual and
electronic learning tools and appropriate
computational strategies to investigate
mathematical ideas and to solve
problems
Materials:
Seven Little Rabbits book

numbers to ten,
by John Becker
using
10 Frames
meaningful
Stone manipulatives
contexts
Seven Little Rabbits audio recording
- relate
numbers to the Procedure:
anchors of 5
As students come in from recess, have
and 10
them pick up a Ten Frame, and select 7
- estimate the
manipulatives of their choice and then
number of
have a seat on the carpet.
objects in a set,
Explain that we will be re-reading the
and check by
text, however this time we will be
counting
listening to an audio recording of the text.
- compose and
Encourage students to think about the
decompose
expression in the readers voice and how
numbers up to
that helps to make the story come alive.
20 in a variety
Explain that as they listen to the text they
of ways, using
will use their ten frame to follow along
concrete
and help keep track of changes to the
materials
number of rabbits in the story. As each
- demonstrate,
rabbit falls asleep in the story, students
using concrete
are to remove one manipulative off of
materials, the
their ten frames to represent the number
concept of oneof rabbits who are left walking down the
to-one
road.
correspond At the end of the story, explain to
ence between
students that the book and audio
number and
recording will be available to them during
objects when
Math Centers for them to practice
counting;
listening and following along with the
story.
Ask students how the expression of the
voice of the reader on the recording
helped them better understand what was
happening in the story and when they
were to remove a manipulative from their
ten frame.
Have students create their own math
stories, using 10, 20 or 50 as their total,
and see how they might decompose the
numbers (i.e. going down by groups of
10, 5, 2 etc)
Accommodations:
The audio recording may be stopped
periodically to allow students who may
be a bit behind the recording to catch up,
or for those who have gone ahead of the
recording to slow down.
Some students may choose to represent

their math stories visually, using


nominally amounts of words. Teacher
may assist in dictation.
Assessment :
As students work, go around and--using
the mental note app on the ipad--take
pictures and document observations on
student findings and insights.
As students work with the ten frames,
Observe one to one correspondence
and ability to recognize when to
remove a manipulative as changes
occur in the story
11:3012:15

Visual Art: Students are to go to the visual arts room for their class with Ms.
Bigelow. Make sure students walk from the classroom to the visual arts
room in a line, in a responsible manner. (Prep)

12:1512:45

Lunch (Break)

12:451:00

Recess (Prep)
As students come into the classroom, they are to sit on the carpet area,
facing the teacher.

1:001:45

Math: Math
Centres
(Reading
Comprehensi
on & Fluency;
Motivation for
Literacy;
Knowledge
Building;
Writing
Conventions)

- demonstrate
an ability to
organize
objects into
categories by
sorting and
classifying
objects using
one attribute
(e.g., colour,
size), and by
describing
informal sorting
experiences
- collect and
organize
primary data
(e.g., data
collected by the
class) that is
categorical
based on
qualities such
as colour or

Dismiss students to Math Centers. A


maximum of 4 students are allowed at
each center, with the exception of The
Listen and Follow along Center where
only two students are allowed. Centers
that are available this week are:
Jack the Builder Prediction
Station: based on the book read
earlier during the week. Students
will refer to book and practice
estimating the sum of different
object groupings at the centers
Roll-a-Building: Based on the
book read earlier in the week,
students will take turns rolling
dice and using the number they
rolled to construct a building
together. They will record what
the rolled, and keep track of the
sum of the blocks in their building
after each roll.
Seven Little Rabbits Listen and
follow along: Students at this
centre will listen to the audio

hobby), and
display the
data using oneto-one
correspondenc
e, prepared
templates of
concrete
graphs and
pictograph
- determine,
through
investigation
using a
balance
model and
whole numbers
to 10, the
number of
identical
objects that
must be added
or subtracted to
establish
equality
- solve a
variety of
problems
involving the
addition and
subtraction of
whole numbers
to 20, using
concrete
materials and
drawings

recording and practice following


along using the 10 frame.
Math Story Laboratory: students
at this centre will create math
stories and word problems.
Double Double: Dice Game
Balance the objects: students at
this centre will through
investigation determine how they
can balance various classroom
objects on a scale
Spring things: students at this
centre will sort various objects
related to spring and graph their
attributes
Bug under the rug! : students will
play a number representation/
memory game where students try
to guess where the math bug is
hidden.

1:452:30

Music/Dance/Drama with Mr. Norman in our classroom (Prep)

2:302:45

Recess (Prep)

2:453:15

Afternoon
Literacy
(Reading
comprehensi
on strategies
and Fluency

1.1 read a few


different types
of literary texts
1.4
demonstrate
understanding

Objective:
reflect on and identify their strengths as
readers, areas for improvement, and the
strategies they found most helpful
before, during, and after reading.

and
Expression)

of a text by
retelling the
story or
restating
information
from the text,
including the
main idea
1.6 extend
understanding
of texts by
connecting the
ideas in them
to their own
knowledge and
experience, to
other familiar
texts, and to
the world
around them
1.7 identify the
main idea and
a few elements
of texts, initially
with support
and direction
1.8 express
personal
thoughts and
feelings about
what has been
read

Materials:
Leveled reading books
Picture books
Procedure:
2:45- 3:00
Have students choose a book to read
either from their reading bins (based on
their reading level) or they may also
choose another book
Students are to read for 15mins.
3:00-3:15
After 15mins, play the Price is Right
game show music. This is the cue for
students to convene on the carpet for the
Book Showcase.
2 students have signed up to highlight a
book of their choice, other students may
also volunteer to share their book if they
choose. In their presentation students
will provide a brief synopsis of the text.
They will discuss how they were able to
understand the text, and discuss
strategies they used to help them with
parts of the text they found difficult. They
will also discuss why they chose the
book (any personal connections to the
text), would they recommend the text
(students created their own book
recommendation rating system), they will
also share a passage of the text and
answer any questions students may
have about the text.
Accommodations:
Visual cues will be available for ELL
students to use in order to help them
recount details of the text.
Assessment:
As students are presenting, make notes
of students knowledge of text, ability to
express themselves using
developmentally appropriate punctuation.
For ELL students compare current
presentation to previous book
showcases to assess student progress
over time.

3:153:30

Closing Circle
(Reading
Fluency &
Expression
and Reading
Comprehension
Strategies)

Language
R1.1 read a
few different
types of literary
texts
R1.7 identify
the main idea
and a few
elements
of texts, initially
with support
and direction
R1.3 identify a
few reading
comprehension
strategies and
use them
before, during,
and after
reading to
understand
texts,
initially with
support and
direction.
R1.4
demonstrate
understanding
of a text by
retelling the
story or
restating
information from the
text, including
the main
idea
Oral Language
R2.3 communicate ideas and
information
orally in a
clear, coherent
manner

Objective:
To help students recognize a variety of
text forms, texts and stylistic elements
and demonstrate understanding of how
they help communicate meaning
Materials:
The Sugar-Gum Tree by Patricia
Wrightson
Procedure:
Begin by asking for a student volunteer
to recap what happened in the book
when we last read.
Ask another student to expound upon the
characters in the novel that we have
come across so far and ask another
student to describe the setting.
Begin reading, paying attention to
fluency and expression
Accommodations:
The book features some illustrations so that
students who are having difficulties
understanding can revisit the text at their leisure
to have a look at the pictures to help with their
understanding
Assessment:
Observe student responses as they recount the
details of the story from the last passage that
was read.

Day 5
Time

Before
students
enter

Learning
Language
Activity
Curriculum
(Literacy
Expectations
Food Groups)

8:509:00

8:509:00

Plan

Place the morning book bin in the centre of the carpet area.
Take two High-Five the Word cards (refer to Appendix A) off the word wall
and place them on the classroom door near students eye level.
On the portable whiteboard, write Mondays morning message (refer to
Appendix B).
The students will hang their jacket and place other belongings in their
locker. They should bring their agenda into the classroom and put it in their
desk.
When students enter the classroom, they are to High-Five the High-Five
the Word words posted on the wall by the classroom door as they read
them.
Greet each student by their name.
Teacher should take attendance as students enter the classroom and hand
the completed attendance to Attendance Monitor (refer to Appendix C for
job descriptions and assignments for the week).
Students who have assigned jobs should complete their jobs before they
read on the carpet area.
Students are to pick a book from the morning book bin and sit in a circle.
They should read the book quietly and individually until the singing of the
national anthem.
After the national anthem and during the morning announcements,
students are to put the books away in the morning book bin. Book Bin
Carriers will put it away in the reading nook.

Hive-Five the
Word!
(Vocabulary)

R3.1
automatically
read and
understand
some highfrequency
words

Objective:
Students can recognize, review, and
read two high-frequency words.
Materials:
Two High-Five the Word cards taken off
of the word wall
Procedure:
Place two High-Five the Word words on
the classroom door before the school
day begins. They should be place near
the students eye level.
As the students walk by the door to enter
the classroom, they have to High-Five
each word as they read them out loud.
Accommodations:
Students can seek teacher or peer
support, by high-fiving the words and
having a partner read them.

Pictures representing the words may be


placed next to them.
Assessment:
As teacher greets the students by the
door, he/she will observe their interaction
with the words.
Teacher will observe whether the
students recognize and read these words
correctly during guided reading.
Teacher will observe whether the
students refer to the word wall to look for
these words during writing activities.
9:059:10

After the national anthem and the morning announcements finish, teacher
will sing the Good Morning song to greet each student as a circle. (Good
morning (student name), good morning (student name). We are glad that
you are here with us today!)

9:109:20

Fix My Errors! W2.6 identify


(Writing
elements of
Conventions) writing that
need
improvement,
including
content,
organization,
and style

Objective:
Students can recognize and correct
conventional errors in the Morning
Message.
Materials:
Whiteboard
Dry-erase markers
Procedure:
Engage in choral reading of the Morning
Message with the students.
Ask students if they can see any
mistakes that need to be fixed in the
Morning Message.
Ask one student at a time to come up to
the whiteboard and fix the mistakes
him/herself.
Accommodations:
Students have a right to pass.
Students can explain the procedure to fix
the message instead of coming up to the
whiteboard and fixing it him/herself.
Assessment:
Teacher will observe while students can
correctly fix the errors in the message.

9:209:30

GPS!
(Oral
Language)

Objective:
Students can orally provide directions by
using directional vocabulary.
Materials:
Whiteboard
Dry-erase markers
Procedure:

O2.3
communicate
ideas and
information
orally in a
clear, coherent
manner

O2.4 choose
appropriate
words to
communicate
their meaning
accurately

9:309:55

Writers
Workshop
(Writing
Processes &
Strategies,
Vocabulary)

Students will answer the Morning


Message. Ask each student to provide
one step in the direction.
Write the directions down and draw a
diagram to make it visually accessible.
Encourage students to use directional
vocabulary that has been introduced.
If time remains, ask students to provide
directions for other places in the school.
Accommodations:
Students have a right to pass.
Students can demonstrate their answers
using non-verbal cues.
Assessment:
Teacher will listen to students answers
and assess if they are using directional
vocabulary correctly.

Objective:
W2.6 identify
elements of
Students can add descriptive words to
their writing
improve the content of their cautionary
that need
tale.
improvement,
Students can produce a revised draft of
including
their cautionary tale.
Materials:
content,
organization,
Knuffle Bunny by Mo Willems
and style, using
Whiteboard
feedback from
Dry-erase markers
the teacher and
Writing journals
peers
Pencils
W2.7 make
Dictionaries
Procedure:
simple
revisions to
Students will be seated on the carpet
improve the
area, facing teacher.
content of their
Explain that they will be revising the first
written work,
draft of their cautionary tale, as all writers
using a few
do.
simple
Draw their attention to the descriptive
strategies
word chart.
W2.8 produce
Give them an example sentence on the
revised draft
whiteboard (ex. Going to the grocery
pieces of
store is fun.). Ask them what other
writing to meet
descriptive words they can use instead of
criteria
fun to make them imagine the sentence
identified by
better (ex. interesting, exciting,
the teacher,
enjoyable).
based on the
Explain to make a revised version on the
expectations
next page of their writing journal.
Ask students to take their writing journal
and start working on their revised draft at

their desks.
Circulate the classroom to assist
students as they work on their writing.
Accommodations:
Students can type on a classroom
computer instead of handwriting in their
writing journal.
Teacher can scribe for those who have
difficulty with handwriting.
Assessment:
Teacher will circulate the classroom and
consult with individual students to make
sure that they have added appropriate
descriptive words to improve their
writing.
Teacher will collect the writing journals
and assess if students have revised the
story in some way.

9:5510:15

Daily 5
(Writing
Processes &
Strategies,
Reading
Fluency &
Expression,
Spelling &
Word Study)

R3.3 read
appropriate,
familiar texts at
a sufficient rate
and with
sufficient
expression to
convey the
sense of the
text (to oneself
and others)
W2.1 write
short texts
using a few
simple forms
W3.2 spell
unfamiliar
words using a
variety of
strategies that
involve
understanding
sound-symbol
relationships,
word
structures, and
word meanings

Objective:
Students will take responsibility to
engage in assigned literacy activities.
Students reading fluency will be
assessed.
Materials:
Students individual book folders
Students individual writing journals
3 computers
3 headphones
Dictionaries
Magnetic letters and metal trays
Picture Word Cards (refer to Appendix D)
Procedure:
Refer to Appendix G for Day 5 Block 1s
Daily 5 group assignments and
responsibilities for each centre.
Place group tags on each corresponding
centre so that students know where their
centre is for the first block.
Provide individual Conference With the
Teacher students with the fluency
assessment passage (refer to Appendix
E). Make sure to have a copy for
recording. While students read the text,
mark words that students struggle with
and provide assistance. Note if they read
with expression. Ask the 2 follow-up
questions. Note if they answer the
questions according to the text just read.
Conference with at least 2 individual

students during the first block of Daily 5.


At 10:05, change the group tags and
signal students to move to their centre
for the second block of Daily 5.
Follow the above procedure to assess
reading fluency of 2 Conference With the
Teacher students.
Accommodations:
Students will be provided with easier
fluency texts if they struggle with more
than 3 words in a sentence.
Students may not have to read the whole
text depending on the workload.
Assessment:
Teacher will use assessment passages
in Appendix E and record reading
fluency.

10:1510:30

Nutrition Break (Prep)

10:3010:45

Recess (Prep)

10:4511:30

Math: Math
Celebration
and Math
Fable--Read
Aloud
(Motivation
for Literacy)

Language
OL1.6 extend
understanding
of oral texts by
connecting the
ideas in them
to their own
knowledge and
experience; to
other familiar
texts, including
print and visual
texts; and to
the world
around them
OL1.9 begin to
identify some
of the
presentation
strategies used
in oral texts
and explain
how they
influence the
audience
OL2.3

Objective:
apply developing problem-solving
strategies as they pose and solve
problems and conduct investigations, to
help deepen their mathematical
understanding
Materials:
Math Fables book by Greg Tang
White Boards/Markers
Student work to share
Procedure:
10:45-11:00
When students come in from recess,
have them sit on the carpet facing the
white board. Introduce the Math
Celebration theme by asking students if
they have any math work that they would
like to share. Choose five students to
share the work that they have been
doing this week (be sure to choose a
variety of work: some math stories/math
fables; some theories/strategies; new
math game ideas etc).
Invite the chosen students to get there
work from the Finished or Unfinished bin

communicate
(if they are still working on it) and have
ideas and
each student present their work.
information
Remind students that during their sharing
orally in a
time they will want to include information
clear, coherent
about: What they were working on, the
manner
inspiration behind their work as well as to
OL2.4 choose
share their work (by reading their work
appropriate
if it is a story or game instructionand
words to
then asking a friend to help demonstrate
communicate
(in the case of a new game idea).
their meaning
accurately and 11:00 -11:30
engage the
For the second half of the Math period,
interest of their
Read the Math Fable problem on page
audience
15.
OL2.5 begin to
Have students work together in a Think,
identify some
Pair, Share format to formulate
vocal effects,
strategies to solve the Math Fable.
including tone,
Have students use their individual White
pace, pitch,
Boards to show their work and create
and volume,
Math Sentences to express how they
and use them
would solve the problem.
appropriately to
Ask if any students would like to share
help
their thinking (take 3 suggestions).
communicate
Invite students to read the Math Fables
their meaning
book during Independent Reading and to
OL2.7 use one
create their own Math Fables at the Math
or more
Story Laboratory during Math Centers.
appropriate
Students may also choose to share their
visual aids
Math Fable during the next Math
Celebration.
Have students leave their individual
white boards on the carpet and line up
for Native Languages/French
Accommodations:
Students having difficulty with vocabulary can be
directed to the math word wall and may also
incorporate words in their Native Language.
Assessment:
Review student work on white board to gain an
understanding of their thinking.
As students work listen to their conversations to
discern, math vocabulary and to hear how they
share their theories/strategies.
11:3012:15

Native
Languages/
French

demonstrate
an
understanding

Objective:
To help students recognize and use appropriate
language structures in oral communication

(Oral
Language
and
Phonemic
awareness)

of short, simple
spoken texts
and media
works
identify
rhymes and
word patterns
in familiar
contexts
recognize
and interpret
visual and
verbal cues
(e.g., gestures,
facial
expressions,
tone of voice)
to aid in
understanding
what they hear.

activities
Materials:
Youtube Video: Carmen Campagne: Pas
Capable de Tirer Ma Vache
Procedure:
Have students gather on the carpet
around the Smart Board.
Introduce the sound of the week: ch.
Have students suggest words that have
the sound ch, and compile a ch list.
Model how we make the sound.
Next introduce the song: Pas Capable de
Tirer ma Vache. Have students use
highlighter tape to highlight the ch
sound in the text. Using a pointer to
touch under words modelling how to read
through the song.
Have students join in on the reading,
having them read alternate words, and
subsequently lines. Also choose a
student to touch under the words as the
class reads.
Next, have students listen to the song
being performed by Carmen Campagne.
Students may want to listen to the song a
couple of times. Ask students about
Carmen Campagnes voice each time
she sings a verse.
How does her voice change? Her
face expressions? How does it
sound? How does it make you
feel? Does it change how we
understand the song? Have
students work in groups of three
and practice performing the song
in their own way.
Encourage them to use actions to act out
the song to help convey its meaning.
Once students have prepared their
performance piece, have students
perform their interpretation of the song.
Assessment:
Observe as students suggest words that
start with ch. What words do they
suggest?
Assess student performance: Do they
demonstrate understanding of the song
through their actions? Do they express
themselves using appropriate

pronunciation? Can they communicate


ideas effectively?
12:1512:45

Lunch (Break)

12:451:00

Recess (Prep)
As students come into the classroom, they are to sit on the carpet area and
engage in quiet conversations.

1:001:45

Math
(Reading
Comprehension &
Fluency;
Motivation for
Literacy;
Knowledge
Building;
Writing
Conventions)

- demonstrate
an ability to
organize
objects into
categories by
sorting and
classifying
objects using
one attribute
(e.g., colour,
size), and by
describing
informal sorting
experiences
- collect and
organize
primary data
(e.g., data
collected by the
class) that is
categorical
based on
qualities such
as colour or
hobby), and
display the
data using oneto-one
correspondenc
e, prepared
templates of
concrete
graphs and
pictograph
- determine,
through
investigation
using a
balance
model and

Dismiss students to Math Centers. A


maximum of 4 students are allowed at
each center, with the exception of The
Listen and Follow along Center where
only two students are allowed. Centers
that are available this week are:
Jack the Builder Prediction
Station: based on the book read
earlier during the week. Students
will refer to the book and practice
estimating the sum of different
object groupings at the centers
Roll-a-Building: Based on the
book read earlier in the week,
students will take turns rolling
dice and using the number they
rolled to construct a building
together. They will record what
the rolled, and keep track of the
sum of the blocks in their building
after each roll.
Seven Little Rabbits Listen and
follow along: Students at this
centre will listen to the audio
recording and practice following
along using the 10 frame.
Math Story Laboratory: students
at this centre will create math
stories and word problems.
Double Double: Dice Game
Balance the objects: students at
this centre will through
investigation determine how they
can balance various classroom
objects on a scale
Spring things: students at this
centre will sort various objects
related to spring and graph their
attributes
Bug under the rug! : students will

whole numbers
to 10, the
number of
identical
objects that
must be added
or subtracted to
establish
equality
- solve a
variety of
problems
involving the
addition and
subtraction of
whole numbers
to 20, using
concrete
materials and
drawings
1:452:30

Science/Tech
nology

ST2.3
investigate and
compare the
physical
characteristics
of a variety of
plants and
animals,
including
humans
ST2.5 use
appropriate
science and
technology
vocabulary,
including
experiment,
explore,
purpose, rigid,
flexible, solid,
and smooth, in
oral and written
communication

play a number representation/


memory game where students try
to guess where the math bug is
hidden.

Objective:
Investigate needs and characteristics of
plants and animals, including humans
Materials:
Diary of a Worm book by Doreen Cronin
and Harry Bliss
Magnifying glass
Pencils
Paper
Clipboard
Flashlight
Procedure:
Beginning by praising students for the
wonderful discoveries that they have
been making at the various learning
centers. Remind them that as Scientists,
it is not only important to make great
discoveries but also to document their
discoveries. Ask students for different
ideas as to how they can document their
discoveries.
Explain that students need to write down
their observations being mindful of the
perspective that they are writing from.
Introduce the text Diary of a Worm, and
ask students to consider whose
perspective the story is being written

from and how does that affect their


understanding of the text as we read
through the text. Highlight that the story
is the Diary of a worm, what is a diary?
What type of information might we find in
a diary? Take 2-3 suggestions from
students.
Read the text
Once the story is complete, explain to
students that they will have their own
opportunity to be scientists and practice
making make observations. They will be
going outside to observe and document
interesting things in nature (i.e. plants,
worms leaves etc).
Have students put on their outdoor
clothes, and then proceed out to the
primary yard. Once outside have
students sit along the bench near the
sandbox. Assign students their pairs and
present them with the materials they will
be using to make their observations.
At 2:25 have students put the materials
away in the outdoor materials bin, and
collect their writing samples as we will be
revisiting their work during science next
week.
Once students have put the materials
away they are to remain outside for
recess at 2:30

Assessment:
Review student work that was collected to see
what for of writing they choose to express their
observations.
Also review work to see what writing
conventions are being used (are they
remembering capitals at the beginning of the
sentence, punctuation at the end etc)
As students work, walk around with ipad and
take pictures/record observations using mental
note.
2:302:45
2:453:15

Recess (Prep)

Afternoon
Literacy
(Reading
comprehensi

1.1 read a few


different types
of literary texts
1.4

Objective:
reflect on and identify their strengths as
readers, areas for improvement, and the
strategies they found most helpful

on strategies
and Fluency
and
Expression)

demonstrate
understanding
of a text by
retelling the
story or
restating
information
from the text,
including the
main idea
1.6 extend
understanding
of texts by
connecting the
ideas in them
to their own
knowledge and
experience, to
other familiar
texts, and to
the world
around them
1.7 identify the
main idea and
a few elements
of texts, initially
with support
and direction
1.8 express
personal
thoughts and
feelings about
what has been
read

before, during, and after reading.


Materials:
Leveled reading books
Picture books
Procedure:
2:45- 3:00
Have students choose a book to read
either from their reading bins (based on
their reading level) or they may also
choose another book
Students are to read for 15mins.
3:00-3:15
After 15mins, play the Price is Right
game show music. This is the cue for
students to convene on the carpet for the
Book Showcase.
2 students have signed up to highlight a
book of their choice, other students may
also volunteer to share their book if they
choose. In their presentation students
will provide a brief synopsis of the text.
They will discuss how they were able to
understand the text, and discuss
strategies they used to help them with
parts of the text they found difficult. They
will also discuss why they chose the
book (any personal connections to the
text), would they recommend the text
(students created their own book
recommendation rating system), they will
also share a passage of the text and
answer any questions students may
have about the text.
Accommodations:
Visual cues will be available for ELL
students to use in order to help them
recount details of the text.
Assessment:
As students are presenting, make notes
of students knowledge of text, ability to
express themselves using
developmentally appropriate punctuation.
For ELL students compare current
presentation to previous book
showcases to assess student progress
over time.

3:153:30

Closing Circle
(Reading
Fluency &
Expression
and Reading
Comprehension
Strategies)

Language
R1.1 read a
few different
types of literary
texts
R1.7 identify
the main idea
and a few
elements
of texts, initially
with support
and direction
R1.3 identify a
few reading
comprehension
strategies and
use them
before, during,
and after
reading to
understand
texts,
initially with
support and
direction.
R1.4
demonstrate
understanding
of a text by
retelling the
story or
restating
information from the
text, including
the main
idea
Oral Language
R2.3 communicate ideas and
information
orally in a
clear, coherent
manner

Objective:
To help students recognize a variety of
text forms, texts and stylistic elements
and demonstrate understanding of how
they help communicate meaning
Materials:
The Sugar-Gum Tree by Patricia
Wrightson
Procedure:
Begin by asking for a student volunteer
to recap what happened in the book
when we last read.
Ask another student to expound upon the
characters in the novel that we have
come across so far and ask another
student to describe the setting.
Begin reading, paying attention to
fluency and expression
Accommodations:
The book features some illustrations so that
students who are having difficulties
understanding can revisit the text at their leisure
to have a look at the pictures to help with their
understanding
Assessment:
Observe student responses as they recount the
details of the story from the last passage that
was read.