Literacy 2 Day Block Framework

Monday
Teacher Role 8:308:45 8:459:30 Arrival Writer's Workshop
To use my time efficiently, teacher will conference students who are reading independently or writing in writer’s notebook. Independent Writing: Teacher will begin by conducting a “Writers Talk” on Patricia Polacco. Gives a mini lesson on figurative Language using the book, Owl Moon by Jane Yolen. Teacher conferences with 3 students individually on their narrative writing pieces -addresses their specific needs from their writing notebooks. Teacher conducts one guided writing conference. Record instructional conversations/assessment. Conducts large group share asking students to volunteer to read their narrative stories and share where they have used figurative language. Independent Reading: Gathers students in the meeting area. Teacher will take a status of the class to note what students are reading to recognize their accomplishments. Teacher will conduct a mini lesson using the book, Strong to the Hoop by John Coy to illustrate how authors use interesting ways to help their readers learn about characters in a book. Teacher will have students read silently and independently. Teacher will conduct one guided reading group. Teacher conferences with three students individually and has them read orally to check on behaviors and noting them. Conducts group share at end of the class Teacher responds to student’s letter about what they have connected with in their independent reading book.

Student Role
Students will check and choose to read independently or write in writer’s notebook. Students gather for a meeting. Listens to “Writers Talk” on Patricia Polacco. Participates in mini lesson on figurative language by giving example of similes and metaphors that they are familiar with. The class works quietly on writing piece in their writers note book, applying what they now know about similes and metaphors to their own narrative stories. Two students will conferences with teacher regarding their specific writing needs. Students will volunteer to read aloud their narrative stories aloud sharing how they have applied figurative language in their writing pieces. Independent Reading: Students gather for mini lesson in the meeting areas. Students will report on what they will be working on during independent reading. Students will add book titles to his/her reading booklist in Reader’s Notebooks. Student will actively listens to the book, Strong to the Hoop by John Coy during mini lesson noticing the author’s monolog in the book. Students will read silently and independently. Students writes letter to teacher to conference about what he/she is reading. Students enjoy their snacks while reading. During group share, students turn with their partners to share ideas from mini lesson on how authors use dialog to help readers get to know their characters.

9:4510:30

Reading Workshop

10:30 -11:15

Language/ Word Study

Interactive Read Aloud: Teacher gathers students in the meeting area. Asks students to make predictions about the book, The Wretched Stone by Chris Van Allsburg. Teacher reads aloud the book, stopping at times to notice unique features or to clarify. Teacher asks students to sharing if their predictions have been confirmed or not.

Interactive Read Aloud: Students gather for read aloud in meeting area. Students make predictions about what the story will be about. Students will be actively listening to hear if their predictions have been confirmed or not. Students share comments on if predictions have been confirmed.

Tuesday
8:30 8:45 8:459:15
Teacher Role To use my time efficiently, Teacher will conference students who are reading independently or writing in writer’s notebook. Word Study: Teacher will present a mini lesson on using the suffixes “ible” and “able”. Teacher demonstrates how the rule that applies. Literature Study: Teacher instructs students to gather into their discussion groups and to meet in your assigned areas for literature study. Teacher will navigates the room, stopping at each book group to support students’ learning. Teachers will facilitate and redirect student led conversations about the book they have chosen to read. Teacher may have to demonstrate thinking, interjects, summarizes. After discussion, teachers evaluate students’ participation and success of book conversations. Teacher invites comments to help students to reflect on their own thinking. Teacher will work with student to plan next steps in discussion. Student Role Students will check and choose to read independently or write in writer’s notebook. Word Study: Students will apply the mini lesson by coming up with words that fit “ible” and “able” spelling rules. Students record these discoveries in a word study notebook. Literature Study: Students will be responsible to gather with book club members in appropriate meeting area. Students will lead book discussions. Students will bring book to class and having prepared responses to the book. Students will be actively participating in discussion by sharing their thinking, opinions and their connections to the text. Students will be collaborating and listening to other group members. After the discussion, students will evaluate their participation and success of discussion. Students will Invite comments to help consider their own thinking. Students will plan the next step for their discussion.

Arrival Language/ Word Study Reading Workshop

9:1510:30

10:3011:15

Writers Workshop

Independent Writing: Teacher takes status of the class. Gives a mini lesson on using strong leads using Meteor! by Patricia Polacco Teacher conferences with 3 students individually on their narrative writing pieces by addressing their specific needs. Teacher conducts one guided writing conference Record instructional conversations/assessment. Conducts large group share asking students to volunteer to read their narrative stories and shared the strong lead the have used.

Independent Writing: Students gather for a meeting. Students informs teacher as to what they are working in during independent writing. Participates in mini lesson on strong leads. The class works quietly on writing piece applying what they now know using “strong leads” by drafting a story. Two students will conferences with teacher regarding their specific writing needs. Students will conduct peer edits regarding their narrative stories. Students will apply this knowledge to their writing. At end of class, Students will volunteer to share their narrative stories sharing how they applied strong leads to their pieces.

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