Six + One Character Unit: Voice (Day 7)

Reading Time: 25 minutes Skill: Voice, making inferences, demonstrate understanding (main ideas, interesting details) Approach: Shared Materials: The Three Little Pigs by Paul Galdone Chart paper Markers           Assessment: Questioning: - Ask focused questions to elicit understanding -Making inferences -Demonstrate understanding of text -Analyze text and authors use of voice	- Teacher will review the importance of voice in writing and how it makes the reading memorable for the reader. - Teacher will introduce the story of The three little pigs. - Ask the class who has heard the story of The three little pigs.  “Who tells the story?”, “what is the story about?”, “who is in the story and what emotions do you remember the charters experiencing?” - As a class, students will make inferences on the cover page of the book version of The three little pigs chosen. (Note: Although most of the students should know the story, they may have never had to inference the title page.  Keep this in mind when choosing a ‘The three little pig’ version of the story.) - Read the story The three little pigs.   - As a class, discuss how the author used voice in the story (the use of ‘I’) and how the visuals were used to illustrate details of the story. (Note:  Keep in mind that tomorrow students will be read a different version of the story that has a different ending.  List of key events that happened in the story may be useful to refer back too, if the class needs one)
Guided Reading Time:  15 minutes Skill: For the guided reading group Active listening strategies (analysing text) For the literary center group Spelling (patterns and phonetic awareness) Approach: For the guided reading group Modeled, shared, independent For the literacy center group Shared Materials: For the guided reading group The beekeeper by Kathie Lester For the literacy center group Letter cards Spelling journals (students may use as a reference) Assessment: For the guided reading groups Observation - Teacher will use the At a glance guided reading observations, to record the students comprehension of the strategies used during their reading. Anecdotal notes - Taking notes of the progress the students have made over time and how their development of reading has grown over time.  Such as sentence fluency including flow, accuracy and expression.  For the literacy center group Anecdotal notes - Teacher will look for students ability to decipher words and how well the students use the resources within the classroom to help them problem solve through their task. - Teacher will also look for how well the students work together.	- At level readers will be working with the teacher on the level O book entitled The beekeeper by Kathie Lester - Each student will read two pages followed by questions based in text features: Student one: “How much work is involved in bee keeping?” Student two:”What kind of equipment does a beekeeper need?” Student three: “What are the roles different bees have?” Student four: “How do bees find their way back to the hive?” Student five: “What is the difference between honeybees and killer bees?” Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literacy Center (making words) - Students will be given a set of words that will be scrabbled.   (Example: three bears = heret arseb) -In pairs, students will quietly use the letter cards to make as many word combinations as possible. - Students will need to make find as many two, three, four, five, letter works in a partnership. - They will list the words they can spell on a chart paper. -Teacher can monitor student’s work and encourage them to fix misspelled words.
Writing Time: 20 minutes Skill: Sequencing, retell, elements of voice Approach: Modelled, guided, independent Materials: comic strip sequencing sheet Cut out speech bubbles sheet Assessment: Peer assessment - Students will share their work with a student and look for more details, looking for, punctuation, spelling of familiar words Anecdotal/checklist: -Elements of voice in writing -Sequencing events -Spelling familiar words, punctuation	- Discuss with students that there are many versions to fairy tales. - Students will have already read The Three Little Pigs as a class. - Ask: “I need someone to retell the story in their own words”, “by retelling the story we are also doing what?” - State: We are sequencing important events throughout the story. What happened first, second, third and so on. - State: We will be using the comic strip sequencing worksheet, which has 4 blank boxes.  We want 4 significant events that happened throughout the story.  Using speech bubbles to demonstrate the perspective of the character and what he might be saying.  Underneath the sequencing boxes students will express if they liked this version of the story and why they did or did not. - Teacher will guide students through the process by sequencing the four important events in the story. - Teacher guidance statements if students are showing difficulty retelling or sequencing important events from the story. Example:  “What is the first major event that occurs in the story?”, “Which pig visits the wolf?”. - When they have finished, students will peer assessment each others work and provide feedback for the sequence of events or perhaps adding suggestions on adding more details, looking for punctuation, spelling and grammar.  (Constructive feedback)
Word Study Time: 15 minutes Skill: Students will find syllabication breaks with (‘ing’) Approach: Independent Materials: Spelling journal Assessment: - Teacher will assess the work the students have completed in their spelling journals.  Teacher will have students go back and make corrections as needed.  Teacher will assess the process and not the product of the completed work, for this is an on-going skill for the week.	- Students are to find syllabication (breaks) with ‘ing’ words - Students will identify and list where the syllabic breaks are in the list words with the (‘ing’) simple ending included - Students will then record the syllabic breaks in their spelling journals. - Examples of syllabic break:   Eg. Pla/ying. wa/king, Ru/ning
Teacher Read Aloud Time: 15 minutes Materials:   Short Novel, Captain underpants and the Wrath of the Wicked Wedgie Woman by Dav Pilkey	- Teacher will read chapter twenty-one to twenty-three of the short novel selected - Discussion question asked after section read are: “In the book, who trys to stop the Wicked Wedgie Woman?”, “who are other community helpers and how do they help us?” “How were Harold and George trying to be good friends to Captain Underpants?”
Independent/ Limited Self-Selected Reading Time: 10 minutes	Students can choose from a selection of poetry books on the Self-Selected Reading Shelf or a poem from the library or home. Students can copy a poem into their writing journal when they have time.