Reading Plans
This week the students are going to begin using literature discussion groups during guided reading. I have introduced them to 4 different jobs they will be doing. Each day this week for mini lessons I will model how they will do each job.
GLE’s R2D, R3
Monday –
Read part of our daily read aloud
Model being the Vocabulary Finder (printed instructions are given to them, I am using the ones from lauracandler.com)
Students begin silent reading – I will start giving groups their books and doing end of the quarter benchmark tests
Tuesday
Read part of our daily read aloud
Model being the Summarizer (printed instructions are given to them, I am using the ones from lauracandler.com)
Students begin silent reading – I will start giving groups their books and doing end of the quarter benchmark tests
Wednesday
Read part of our daily read aloud
Model being the Questioner (printed instructions are given to them, I am using the ones from lauracandler.com)
Students begin silent reading – I will start giving groups their books and doing end of the quarter benchmark tests
Thursday
Read part of our daily read aloud
Model being the Story Mapper (printed instructions are given to them, I am using the ones from lauracandler.com)
Students begin silent reading – I will start giving groups their books and doing end of the quarter benchmark tests
Friday
Answer any questions about their new jobs, model as needed
Students complete jobs for the week if they have not already
Continue guided reading groups and finish benchmarks
Monday, March 2, 2009
6 Trait Word Choice and Organization of Narratives
Writer’s Workshop – Word Choice and Organization
This week we are going to write a story with a problem and solution. We are going to concentrate on the story in parts:
1. beginning – introduce characters and setting
2. problem – introduce the reader to your problem
3. event 1 – first thing you try to solve the problem (it doesn’t work)
4. event 2 – second thing you try to solve the problem
5. Ending – solution, feeling about event, and future
We will tie together the organization of our story with word choice this week. Each days mini lesson will be on good word choice and students will use the part of the story they are working on to highlight good word choice.
Day 1
· Read Chris Van Allsburg’s The Wretched Stone
· Talk about the problem (being stranded on an island)
· brainstorm a list of problems and solutions they could use in a story
· model writing the first paragraph of a story with a problem and solution
o remind them it introduces the characters and setting but not the problem
o students do their prewriting and first paragraph
Day 2
· Reread some of the Wretched Stone from yesterday. Pick out some of the descriptive passages for students to look at on the document camera.
· Then post the phrase In Like a Lion out Like a Lamb on the board
· talk about which words in the phrase are the opposite of each other and what the phrases mean
· Have students come up with other phrases that would be powerful opposites – such as in like a feather duster out like a wild buffalo
· Model editing and revising my first paragraph to add some more descriptive language .
· Students finish their first paragraph and edit/revise
· Model 2nd paragraph where the problem in introduced
· student write their 2nd paragraph
· conference with students
Day 3
· show students some menus from area restaurants
· read some of the more descriptive food choices
· ask students if it makes them want to order the dish and why
· then use some of the adjectives we heard to add spice to my second paragraph
· students select a part of their second paragraph to add to
· allow students to share their new descriptive passages
· model the third paragraph if time – in this paragraph we will try something to solve the problem that does not work
Day 4
· Read To Root To Toot To Parachute, a book about verbs (there is also a book called Peck Slither and Slide by Suse MacDonald that is good for this if available.
· Model writing my fourth paragraph (another thing you try to solve the problem that doesn’t work) As I am writing we will discuss which words are verbs and how we could create better verbs.
· Students will work on their 4th paragraph and highlight powerful strong verbs
· Share verbs at the end of writing time
Day 5
· Using a students writing anonymously block out some ordinary adjectives and verbs with small post it notes. Then show the story on the overhead. (trade papers with another teacher for confidentiality if possible) Have the students replace the ordinary words with better words.
· Model the last paragraph with the solution, feeling, and future
· Have student finish their writing – editing and revising
This week we are going to write a story with a problem and solution. We are going to concentrate on the story in parts:
1. beginning – introduce characters and setting
2. problem – introduce the reader to your problem
3. event 1 – first thing you try to solve the problem (it doesn’t work)
4. event 2 – second thing you try to solve the problem
5. Ending – solution, feeling about event, and future
We will tie together the organization of our story with word choice this week. Each days mini lesson will be on good word choice and students will use the part of the story they are working on to highlight good word choice.
Day 1
· Read Chris Van Allsburg’s The Wretched Stone
· Talk about the problem (being stranded on an island)
· brainstorm a list of problems and solutions they could use in a story
· model writing the first paragraph of a story with a problem and solution
o remind them it introduces the characters and setting but not the problem
o students do their prewriting and first paragraph
Day 2
· Reread some of the Wretched Stone from yesterday. Pick out some of the descriptive passages for students to look at on the document camera.
· Then post the phrase In Like a Lion out Like a Lamb on the board
· talk about which words in the phrase are the opposite of each other and what the phrases mean
· Have students come up with other phrases that would be powerful opposites – such as in like a feather duster out like a wild buffalo
· Model editing and revising my first paragraph to add some more descriptive language .
· Students finish their first paragraph and edit/revise
· Model 2nd paragraph where the problem in introduced
· student write their 2nd paragraph
· conference with students
Day 3
· show students some menus from area restaurants
· read some of the more descriptive food choices
· ask students if it makes them want to order the dish and why
· then use some of the adjectives we heard to add spice to my second paragraph
· students select a part of their second paragraph to add to
· allow students to share their new descriptive passages
· model the third paragraph if time – in this paragraph we will try something to solve the problem that does not work
Day 4
· Read To Root To Toot To Parachute, a book about verbs (there is also a book called Peck Slither and Slide by Suse MacDonald that is good for this if available.
· Model writing my fourth paragraph (another thing you try to solve the problem that doesn’t work) As I am writing we will discuss which words are verbs and how we could create better verbs.
· Students will work on their 4th paragraph and highlight powerful strong verbs
· Share verbs at the end of writing time
Day 5
· Using a students writing anonymously block out some ordinary adjectives and verbs with small post it notes. Then show the story on the overhead. (trade papers with another teacher for confidentiality if possible) Have the students replace the ordinary words with better words.
· Model the last paragraph with the solution, feeling, and future
· Have student finish their writing – editing and revising
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