Inspirational thought of the Week

Consider this over your summer vacation, students.

Six + One Character Unit: Voice (Day 9)

Listening/Comprehension   Time: 20 minutes Skill:  Inferencing, Analyzing text Approach: Shared, modeled, independent Materials: Ish by Peter Reynold.   Assessment: Questioning	- As a class, students will listen to the story Ish by Peter Reynold.   -  Before introducing the book ask the class what they think the story will be about.   - Ask:  “What does the title page tell us about the story?”, “what will the story be about?”, “how do we know this?”   - Read the story - Questioning students will be essential to determine student’s comprehension. - Ask:  “Who was the main character in the story?”, “who was telling the story?”, “whose perspective did we hear” - After reading the book Ish, discuss what Leon could have said to Ramon to be kinder. - Ask:  “Have you heard people say hurtful things about someone’s art, or their attempt to try something new? - As a class, brainstorm some things you can say to encourage them rather than discourage
Guided Reading Time: 15 minutes Skill: For the guided reading groups Sequencing (story retell) For the literacy center Spelling familiar words (from word study) Approach: For the guided reading groups Shared, independent For the literacy center Independent Materials: For the guided reading groups At level book,  Anansi and the talking watermelon by Maribeth Boelts   For the literacy center Spelling journal Dry-erase board Dry-erase pens Magnetic letters Metal cooking sheet to stick magnetic letters   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 - 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.	- At level readers will be working with the teacher on the level O book entitled Anansi and the talking watermelon by Maribeth Boelts    - Each student will read two pages followed by questions based in text features: Student one: “What did Anansi do after she picked up the rock?” Student two: “What happened after Anansi got stuck?” Student three: “What does Anansi do after she is trapped inside the watermelon?” Student four: “What does Possum do after she brings the watermelon to King Bear?” Student five: “What does King Bear say to Anansi after she eats some of his watermelon?” Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literacy Center (word study) Students will use dry-erase board and magnetic letters to practice the spelling word of the high frequency words with “ing” endings. Play Do Score Work Wish Give Buy Walk Run Turn
Writing Time: 25 minutes Skill: Making connection (text to self), Elements of Voice Approach: Guided, independent Materials: Ish by Peter Reynolds Legal size paper Assessment: Observations - Determine students level of understanding as they process and share their ideas (text to self examples) Self assessment - Through success criteria created as a class	- After reading the book, ‘Ish’ students will have brainstormed things people say that may sometimes be hurtful. - Students will be asked to write about a time or a situation where they felt ‘Ish’ - State: Students will be handed a legal size paper and asked to create their own ‘Ish’ comic strip/mini story. - Students have an opportunity to create at least 6 pictures with words on a time when they felt ‘Ish’. - Ask: “What should we include in our success criteria?” - Students respond with and can include: 1.      I can let the reader know how I feel about the topic, using familiar words 2.      There will be at least 6 pictures with words in my comic strip/mini story 3.      I can use proper sentence structure, capitals and periods 4.      I can use the word wall for spelling of familiar words and for words unfamiliar I will sound them out -Teacher will let students work independently while circulating to assist them. - Make observations of students as they complete their task. - Once students have completed their comic strip/mini story they will self-assess their work by referring to the success criteria which they created as a class.
Word Study Time: 20 minutes Skill: Fill in the blank using words of the week and circle the appropriate homophones Approach: Guided, Independent Materials: Handouts with fill in the blanks. 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 will complete sentences by filling in the missing word from a selection of words provided. - Students will then circle the appropriate homophone provided. - Homophones are listed below. e.g. (hoarse/horse), (there/their/they’re) (to/too/two) (would/wood) (won/one) (wear/where) (whether/weather) (write/right) (meet/meat) (I/eye)(made/maid) - Students will select the appropriate words that they have explored throughout the week to complete sentences that include homophones. - Students are drawing on previous knowledge and the use of homophones to complete activity Play e.g. I don’t _____ (walk/crawl) to school I ride my (hoarse/horse) - Students will submit work to the teacher to be marked and then placed in their spelling folder.
Teacher Read Aloud Time: 10 minutes Materials:   Short Novel, Captain underpants and the Wrath of the Wicked Wedgie Woman by Dav Pilkey	- Teacher will read chapter twenty-six to the end of the short novel. - Discussion question asked after section read are: “How were Harold and George being good friends to the Wicked Wedgie Woman?” “Has there been a time where someone has been a good friend or had something good been done to them?”, “How did that make you feel being on either side?” “Based on the inferencing we made about the book at the beginning, how were we right? How were we wrong? How were we deceived?”
Independent/Limited Self-Selected Reading Time: 10 minutes	- Students can choose from a selection of National Geographic Magazines which present articles that deal with crafts, nature, world culture and science or, Sports Illustrated Kids which is devoted to sports and articles on sports figures, games, cartoons, fiction and advice from athletes.

Six + One Character Unit: Voice (Day 8)

Listening/Comprehension Time: 20 minutes Skill: Comprehension, Analysing text (comparison of two stories) Approach: Shared Materials: The True Story of The Three Little Pigs by Jon Scieszka Smart board    Assessment: Observations Determine students level of understanding as they process and share their ideas Questioning Will be used to determine the student’s comprehension of the two fairy tales of which one is a fractured fairy tale	- As a class we will discuss and recall events that occurred in the first version of The Three Little Pigs and any noticeable elements of voice the author used. - Before introducing the book that will be read, instruct how the stories can change but the overarching theme can stay the same.   - Read The True Story of the Three Little Pigs - As a class discuss what happened in the fractured fairy tales The True Story of the Three Little Pigs and any noticeable elements of voice. - Questioning is essential to determine students comprehension. - Ask:  “Who was the main character in the story?”, “who was telling the story?”, “who’s perspective did we hear and how was is it different from the once from the original story of The three little pigs?”    - Students will create an anchor chart using the smart board of the two stories while comparing and contrasting them to one another. - Make observations as students process their ideas.
Guided Reading Time: 30 minutes Skill: For the guided reading M groups Group M: Inferencing Group I: Comprehension (analysing text) For the literacy center group one Self-guided reading, Comprehension strategies For the literacy center group two Writing (developing ideas) Approach: For the guided reading M and I groups Shared, independent For the literacy center group one Shared For the literacy center group two Independent Materials: For the guided reading groups At level book, The day before Thanksgiving by David Cockscroft. Lower level book, Building a bridge by Ned Jenson For the literacy center group one Variety of stories on tape Tape/CD player with headphones For the literacy center group two Paper and/or writing journals Variety of materials to help develop writing Example: Postcards, dictionaries, and word walls, cardboard, wallpaper, cloth, paper, yarn and markers 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 One Observations - Teacher ensure students stay on task - Teacher will ask: “What was the story about?”, “What did you like about the story?”, “was it different from when it was read in class?” Group Two Checklist - Use of materials in help to enhance their writing - Use of the resources in the class to help them with spelling of familiar and unfamiliar words - Organize ideas in an appropriate manner - Express ideas and feelings with clarity - Revises work throughout - Sentence fluency	- On this day, teacher will split her time with two level groups. - First group will be with the at level reading group.  The at level readers will read level M book entitled The day before Thanksgiving by David Cockscroft.   - Each student will read two pages followed by questions based in text features: Student one: “By looking at the cover of this story, what do you think the story will be about?” Student two: “When the Hoppers jumped out of their beds and ran to the window, what do you think they saw?” Student three: “What do you think is in the letter that mother Hopper is about the read?” Student four: “How do you think the Hopper family will get to grandpa Grizzles house for Thanksgiving?” Student five: “How do you think the Hoppers will be saved? - Second group will be with the lower at level reading group.  The lower level readers will read level I book entitled Building a bridge by Ned Jenson    - Each student will read two pages followed by questions based in text features: Student one: “Where do we find bridges?” Student two: “What are bridges used for?” Student three: “What are bridges made out of?” Student four: “What are some of the names of bridges?” Student five: “What is the final step to building a bridge?” Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literary Center (listening) - Student will listen to a variety of stories that have been explored during the unite so far.   - They will use both the tape/CD player and headphones to listen to the stories. - Students will follow along using the copies of the texts, that will be provided for them.   Literacy Center (writing) - Students will write about Thanksgiving and what it means to them, why they enjoy celebrating it etc.    - Students will have the opportunity to use the variety of materials that will be available.  Such as pens, papers, postcards, dictionaries, and word walls. - Bookmaking supplies such as cardboard, wallpaper, cloth, paper, yarn and markers will also be available.
Writing Time: 25 minutes Skill: Form (letter), Elements of voice, Spelling familiar words, Punctuation (capitals and periods) Approach: Guided, independent Materials: The Jolly Postman by Janet and Allan Ahlber Letter paper Assessment: Questioning - Recall students prior knowledge, demonstrates their level of understanding - Peer assessment looking for proper punctuation, details/reasons for letter of complaint and the proper format for writing a letter -checklist for components indicated in peer assessment	- Teacher will read The Jolly Postman by Janet and Allan Ahlberg. - State: There are different reasons people choose to write and send letters. - Ask: “What kind of letters do people send?” - State: Today we will be writing a letter of complaint, which is the purpose of our writing.  You will  take on the role of a hard working farmer who has had enough of the pigs building their houses on his land. He is going to write a letter of complaint to the mayor. - Ask: “What should you start off with first when writing a letter?” - Students will have to recall their knowledge of the proper letter format. - Teacher will lead students through the process of what to include in a letter by providing leading statements, comments, and questions. - Ask:  “Where do we locate commas when writing a letter if we do?” or “Are there certain words that need to be on their own line?, if so lets remember which ones?” - Students will be given a sheet of lined paper and asked to write a letter of complaint following the proper letter format discussed earlier. - Once students have completed their letter of complaint, they will peer assess their work, looking for proper punctuation, details/reasons for letter of complaint and the proper format for writing a letter (include all components). - Once students have shared their work with another student they can hand in their work to the teacher.
Word Study Time: 15 minutes Skill: Find words with an (‘ing’) simple ending Approach: Modeled, Independent Materials: Chart paper with a story written on by the teacher. 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.	- Teacher has created a story that lists the different words they have discussed that have the ‘ing’ simple ending. - Students identify the words they have discussed on the chart paper. - Students are to record in their spelling journals the words they have found with an ‘ing’ simple ending and how they would appear without the simple ending. - Students must recall the rules that apply for words that need to have letters replaced.
Teacher Read Aloud Time: 10 minutes Materials:   Short Novel, Captain underpants and the Wrath of the Wicked Wedgie Woman by Dav Pilkey	- Teacher will read chapter twenty-four to twenty-five of the short novel selected - Discussion question asked after section read are: “What did Captain Underpants do to Robo-George and Harold 2000?” “Should violence every be the solution to a problem?” “How could you protect yourselves if you saw or were part of a violent act?” (Note: Discuss some of the community helpers that were mentioned last day that could also help)

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.

Inspirational thought of the Week

Its in you to achieve.

Six + One Character Unit: Voice (Day 6)

Reading Time: 25 minutes Skill:  Point of view (David vs. author), Making inferences, Extend understanding (between two familiar texts) Approach: Shared, guided, independent Materials:       The story David gets in trouble by David Shannon Chart paper for venn diagram Assessment: Observations - Determine students level of understanding as they process and share their ideas. Questioning - Will be used to determine the student’s comprehension of the two books by the same author	- Introduce the story David gets in trouble by David Shannon and as a class, discuss what inferences are made based on the title of the story.    - Ask: “Who do you think the story is about?”, “who do you think the point of view of the story is from?”, “what kind of things would get in trouble?”, “what other stories have we read that have people getting into trouble?”  - Read the story - Ask: “Whose voice did you hear?” - Discuss the elements of voice and how it is used through the character of David.   (Note:  Tone of the story can also be indicated through the voice of character in the story.) - Develop a list of key events that happened throughout the story for the students to refer back to. - Having read both stories, as a class analyze and create a venn diagram based on the comparison of the two David Shannon books.   - Students will be asked to compare: The use of illustrations and details in the stories How were the elements of voice used in the two stories Character traits/emotions
Guided Reading Time:  15 minutes Skill:   For the guided reading group Spelling familiar words (homophones) For the literary center group Comprehension Approach: For the guided reading group Modeled, shared, independent For the literacy center group Independent and/or shared Materials: .For the guided reading group A broken legs for Bonk by Maribeth Boelts    For the literacy center group Computer with connected printer Website http://www.ezschool.com/Games/Homophones.html 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 Checklist - Able to work with homophones (different spelling-same sound) - Able to differentiate the different homophones Rating scale   - Degree of mastery of homophones - Duration of ability to work independently and in pairs	- Lower level readers will be working with the teacher on the level I book entitled A broken legs for Bonk by Maribeth Boelts   - Each student will read two pages followed by questions based in text features: Student one:  “What do you think this story will be about based on the cover?” Student two:”How do you think Bonk will feel once Lurk pushes him?” Student three: “How do you think Bonk will break his leg?” Student four: “What do you think Lurk will do, once Bonk takes him to the doctors?” Student five:”How do you think Lurk will help Bonk at home if he needs help?” Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literacy Center (homophones) - Students will pick up a notebook from the trolley which is plugged into the sockets and log into the following website: http://www.ezschool.com/Games/Homophones.html - Students will be reviewing and working on homophones (different spelling-same sound), which they have covered the past few weeks. - Once they have completed the activity they are to print off their scores for the teacher.
Writing Time:  25 minutes Skill: Form (writing a letter), Voice (decide who your audience will be and write as you were speaking to your readers ), Spelling familiar words, purpose for writing (making readers think about what you have to say) Approach: shared, independent Materials: Smartboard Char paper and marker Assessment: Questioning - Determines students level of understanding Self-assessment - Using the success criteria created as a class	- Ask: “Have you ever written a letter to anyone?”, “Have you ever received a letter?”, “What kind of letter?”, “What kinds of things would you find in a letter?” - Discuss the letter format and what to include: date, greeting, body, concluding sentence, name - State: You will write a letter to the author and tell them which book you liked better (make readers think about what you have to say). - Students will be asked to write a letter using the letter head paper to the author and answer the following questions in the body of the letter I really like this story because.... I like the part of the story when.... - Ask: “What should we include in our success criteria for our letter?” - Students respond with and can include: Use “I” statements in my writing (speak to readers using I) I can let the reader know how I feel about the topic (answer both questions) I can use proper sentence structure, capitals and periods I can use the word wall for spelling of familiar words and for words unfamiliar I will sound them out - Ask: “What are the key important parts to put in a letter”, this determines level of understanding. - Teacher will say, “What is the first thing to include in our letter?” “How do we know when we wrote it?”, “How do we know who we are sending our letter to”. - Teacher will facilitate the discussion by giving helpful hints while teaching students the proper formatting for writing a letter (Include: Date, greeting, body, concluding sentence and name). - Students will work independently on completing their letter to the author. - Students will use the success criteria to self- assess their completed work. - Students will then hand in their self-edited work to the teacher.
Word Study Time: 20 minutes Skill: Student will be using simple endings (“ing”) Approach: Independent and Shared Materials: Spelling journals 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 will be introduced to a number of high frequency words with “ing” endings. Play Do Score Work Wish Give Buy Walk Run Turn - Ask students to identify what the similarities with the words are.   - Teacher will instruct what ‘ing’ ending words mean and why you need to remove the ‘e’ replace with an ‘ing’ ending to some words some of the times.     - Student will enter the words in their spelling journal - Students will write out each word letter by letter down the page.     Example: P, Pl, Pla, Play, Playi, Playin, Playing
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 seventeen to twenty of the short novel selected - Discussion question asked after section read are: “In the story, the Wedgie Woman used, screws, wires, gears and computer chips to build something, what was she building?”, “where else would you find those same materials?” “If you had to build a robot like the Wedgie Woman, what would your robot be used for?”, “what would it do?”