Reading

Date
Teacher Name Mr. Eastcott 02/12/2020
(DD/MM/YYYY)
Subject Area Reading Grade 1-6
Topic Sneak a Peek Time/Duration 30 minutes

General Learner
Outcome(s) Students will listen, speak, read, write, view and represent to explore thoughts,
Taken from Alberta ideas, feelings and experiences.
Program of Studies

- experiment with different ways of exploring and developing stories,

Specific Learner
Outcome(s)
Taken from Alberta
Program of Studies
ideas and experiences
- express preferences for a variety of oral, print and other media texts
- ask questions to get additional ideas and information on topics of
interest

Learning Students will be able to:

Objectives 1) Create their own sneak peek
What do you want your 2) Explain the book Winn – Dixie through a sneak peek
students to learn? 3)
Assessment 1. Class discussion – (I will be asking the same questions a couple times)
How will you know your 2.
students have learned? 3.
Materials  Winn – Dixie
What resources will you
 Writing templates
need?

Introduction - “Students can you give me 5”

(attention grabber) - Wait it out, it’s the younger students so I really have to be diligent on making sure they are
looking at me and paying attention
- “For the next couple of weeks, I am going to be reading you guys a story and you are going to
get to do tons of fun activities to break it down”
- “One thing I want to do though is change how I get your attention. So I’m not copying Mr.
Johnston”
- “Has anyone ever had guacamole before?”
- “Guacamole is made with avocados, limes, onions, garlic and salt and pepper it was first made
in Mexico and now is a favorite worldwide.”
- “The reason I tell you this is because I LOVE guacamole like I LOVE it. If I could marry it I would.
- “One time I ate so much of it I turned green and when my mom saw me, she said HOLY MOLY
- I replied GUACAMOLE” *Expecting gut wrenching laughter… it could take a while*
- “Anytime you hear me say HOLY MOLY I want you to say GUCAMOLE and put both hands on
your belly and jiggle it like Santa”
- “This is just like when Mr. J says alright students give me 5. What is your response?”
- “Drop whatever you are doing, give your attention to whomever is speaking and be quiet,
yes?”
 - “So that is what I am expecting when I say Holy Moly”
- “I will keep saying it until you are all jiggling your bellies”
- If students aren’t paying attention, I will start to be more positive with the students who are
paying attention. I was tending to focus on students not paying attention, which is not fair to
the students paying attention.
- Plus they have a good way of policing themselves after they get praise
- “Lets try it!... HOLY MOLY”
- “Guacamole”
- “One more time”
- HOLY MOLY”
- “Guacamole”

Body o “Now that I have your attention”

(Activity #1) o “Let’s do a quick overview from yesterday”
o “Where am I going to look for clues to tell me about a book?” (Front cover, Back Cover, inside)
o “Annie where would you look if you wanted to know about the book?”
o “Thomas where would you look next?”
o “Andrew after the front cover and back cover where is the last place you can look”

o “Holy Moly”
o “Guacamole”
o “Nice you guys are all getting it”
o “When I say chocolate, can you move to the back corner.”
o “Chocolate”

o “This is the book we are going to be reading as a group for the next couple of weeks.”
o “Before we get into the book, we have to do what?”
o “Right, a sneak peek”
o “Where should we look first?” (front cover)
o “What does the front cover tell us about this story?” (It tells us what the name of the book is)
o “What is the title of the book?” (Because of Winn-Dixie)
o “What does the picture tell us about the book?” (it is about a dog)
o “Okay now that I have looked over the front cover, where do I go next”?
o “Right, the back cover!”
o “What is the difference between this book and …?” a book I pull from the library quickly
o “What do you think we can do to find more clues?” (read the words on the back of the book)
o With the books that you guys are reading, they might have pictures and writing.
o “Or just writing”
o “Or just a picture”
o “The writing will give you a quick snapshot of the story”
o Making new friends
o Opal
o Stray dog
o Friendship and forgiveness
o “Do you think that maybe those might be some important things to look for in the book?
o “The front cover has a dog on it and the back blurb says, Opal adopts a stray dog.”
o “Do you think this fella might be the stray dog Opal adopts”
o “Any guesses about what she might name the dog? We know she names it after a grocery
store?”
o “Remember what the title was “Because of Winn – Dixie”
o “I guess we’ll have to find out”
 o “Okay so the front cover the back cover and now where?”
o “Right, inside”
o “Uh oh…. Where are all the pictures?”
o “Sarah did you take the pictures out of here?”
o “Do you think they fell out”?
o “No, no I am kidding”
o “This book is a bit harder and a higher reading level so it doesn’t have any pictures to guide
us.”
o So if that’s the case what do you think we should do instead?
o After I go over the front and the back cover I always read the first page.
o That’s how I know I might like it.”
o “Did that give us any clues?”
o “We met the main character so we know its about a young girl named India Opal”
o “Remember on the back when it said Opal found a stray dog and named it after the grocery
store she found him in?”
o “What might the dogs name be?
o “Right, Winn – Dixie”
o “Something I like to do Is skim through the pages and stop on a random one and see what it
has to say”
o Flip to page 57
o Read it
o Ask about the page and connect it to the back cover
o Talk about friendship.
o “Now is there anything else we can do?”
o “I think the next step is to start reading!”
o “We will start that tomorrow”
o Holy Moly”
o Guacamole”
o “When I say chocolate I want you to move back to your desk quietly and without pushing.”
o “Chocolate”
o “We only have 10 minutes of class left so I want Lisa to hand out the reading journals and I
want you guys to continue on your project from yesterday, I want it colored and detailed.
When you are finished I want you to put your reading binder away and quietly read a book
until recess.”
o 2 minutes before the bell rings I will stop the class
o “Holy Moly”
o Guacamole”
o Alright, before we go to recess, we are going to try something new.”
o Yesterday we all got a little hectic, but that’s not your fault I didn’t give you good instructions”
o Today the only way you can go outside is if you are sitting on your butt, and you give me a high
five, a pound it or bows. Plus you have to tell me one thing about today’s lesson. But that’s the
only way you are dismissed.”
o I will start with the older kids because they have to go downstairs still.”
o Along with them sitting down, they have to tell me something that they learnt or that they
liked about the lesson.
This lesson was a bit of a carry over from the first one. I did not have a lot of time in the lesson
before, so we did not get to do a couple things. I was able to do all the things from the lesson
Personal before that I missed, plus some of the knew things that I wanted to try. This lesson went better
Reflection than the first one I went in with the same low risk mentality but had more confidence in my
abilities. I was proud at the responses of the students when I asked them at the end of class
what they learnt? They were saying all the things that I wanted them to take away from it. I am
proud that I got the message across in that short of time. I felt like my directional skills were
better the students responded well to my transitions that I put in place. They think my attention
grabber “holy moly guacamole” is fun and it is something different they get to do. I read an
article about transitions that mentioned saying go makes the task seem like a race. So I tried
using the word chocolate instead and I think it worked well they didn’t go running and pushing
like they normally do. The thing I want to improve on is keeping the older students on task, my
reading class consists of three grade 1 kids, eight kids grade 2-3 and five kids grade 4-6. The 4-6
group gets bored easily and I know this because they are also in my science and social 5 class.
They unfortunately can not read at a high enough level to be at their own grade level in a
reading class. Today they good have given a rats butt about what was going on in the sneak
peek. So I think tomorrow I am going to task them like I do with the grade 5-6 girls, I want them
to be vigilant with the younger students. I want them to show the younger kids how to
respectfully listen to someone who is talking to them. Today was a good lesson on how to keep
everyone engaged, I sometime focus on the negatives and I realized today you get better results
if you praise kids. It sounds like I don’t praise kids I do, but with behavior things I would always
say the name of the student who wasn’t paying attention, that just annoyed them and gave
people other reasons to fool around. I noticed that I could say thank you Sarah and the students
around her that were not paying attention, suddenly turned around and wanted my praise as
well. It is a simple idea that took me a bit to figure out. I think it is the coolest thing about this
profession is that you never stop learning, the kids think you know everything and at one point
we all think we do. I am quickly learning that we are all students just with different titles and I
think it is a magical thing to have the ability to be in our position.