Listening/Comprehension
Time: 20 minutes Skill: Inferencing, Analyzing text Approach: Shared, modeled, independent Materials:
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
For the literacy center
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.
|
Writing
Time: 25 minutes Skill: Making connection (text to self), Elements of Voice Approach: Guided, independent Materials:
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:
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:
|
- 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.
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An ongoing resource for teachers, parents and students that can be utilized at home or in the classroom.
Friday 29 June 2012
Six + One Character Unit: Voice (Day 9)
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