Six + One Character Unit: Voice (Day 2)

Listening Comprehension Time: 25 minutes Skill:  Inferencing, Comprehension Approach:  Shared Materials: The book, Goldilocks and the Three Hares by Heidi Petach. Smartboard Assessment: Observation - Students on task, engaged in group lesson, referring to poster on elements of Voice and recalls from the qualities of voice and inferencing. Questioning - What elements of voice does this author use?	- Review the components within Voice. - Ask: “What are the key components of Voice that authors can use in their writing?” Teacher will prompt students if necessary.   - Read the title, Goldilocks and the Three Hares by Heidi Petach and explain that it is a fractured fairy tale (which is the story line altered to make it a humorous effect). - As a class, students will make inferences in relation to the front and back cover of the book.  (If necessary, review what inferencing is).  Record the anticipated student responses using the Smartboard. - State: Students will listen for different components of voice that the author uses in their story (Students may refer back to the Writing Wall for assistance). - After the story has been read, students will be asked to share their ideas on what components of voice the author used. - As a class, refer back to the Smartboard where the anticipated student responses are.  Responses will be compared to what actually happened in the story.   - Observations and questioning will determine the students level of mastery.
Guided Reading Time: 15 minutes Skill:   For the guided reading groups - Making inferences For the literacy center group - Spelling familiar words (such as word wall), Punctuation (periods and capitals), Grammar Approach: For the guided reading groups - Modeled, shared, independent For the literacy center group - Independent Materials: For the guided reading groups The lower level book, The Silver Egg by Sally Odgers For the literacy center group Lined paper Spelling journals Assessment: For the guided reading groups Observation - Teacher will use the At a glance guided reading observations, to record the students comprehension and ability to inference after they read. 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 Success criteria - Students will be assessed based on the following:           - Use of all the words in the word study.           - Successfully write an appropriate type of text in the appropriate manner.           - Has the student proofread their work.	- With your lower level readers, do a picture walk based on the first three pages of The Silver Egg by Sally Odgers.   -  Each student will read two pages followed by an inferencing question: Student one: “What do you think the swan is thinking?” Student two: “What do you think is inside the egg?” Student three: “Why do think all the animals are by the egg?” Student four: “Why do you think the Robin is going to the egg?” Student five: “How do you think the Dragon felt when the egg finally cracked?” - During this time teacher will make observations and anecdotal notes using At A Glance Guided Reading Observations Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs.  Students already have the knowledge and understanding of the literacy centers and how they work.  Literacy Center (word study) - Students will use the word study to creating a song, poem or story using those words. (calls, sits, sleeps, reads ,tells ,sings, washes, alligators) - There will be a bin of suggested words that we have covered previously to help students if they are having difficulties forming phrases. - Students can record their creations on to their spelling journal or use lined paper
Writing Time: 25 minutes Skill: Developing ideas, Voice (components;  let readers see how you feel about a topic and write as if you are speaking to your readers), Punctuation (periods and capitals), Spelling familiar words (word wall), Proofreading Approach: Modelled, independent Materials: Writing journals Pencils Erasers Chart paper for success criteria Assessment: Anecdotal and checklist: - Students will be assessed based on success criteria created as a class. I can make my writing sound like me (using “I statements) I can let the reader know I care about this topic by including details 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: “Have anyone ever had an experience with a rabbit, wild animal or regular pet?” (Idea: Teacher may model own personal experience with a rabbit, wild animal or regular pet) - Independently students will write in their writing journals about their experiences they have had.   - Students will use the success criteria developed to guild their work and finished product that will be handed in - Success criteria that the students came up with will be posted on the blackboard: I can make my writing sound like me (using “I statements) I can let the reader know I care about this topic by including details 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 - Students will be given the remainder of the class to work on the task. - State:  Students will hand in their finished work and move on to self-selected reading.  During this time, teacher will check students work and have students make necessary corrections.
Word Study Time: 15 minutes Skill:  Vocabulary (alphabetical order) Approach:  Independent Materials: Spelling journals List of words 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 set of high frequency words with “s” endings. Pulls Calls Sits Sleeps Reads Tells Sings Washes Alligators Fasts - Ask: Identify what the similarities with the words are. - Teacher will instruct what ‘s’ ending words mean and why you need to add an ‘es’ ending to some words some of the times.     - Student will enter the words in their spelling journal in alphabetical order. - Students will write out each word letter by letter down the page.     Example: T, Te, Tel, Tell, Tells.
Teacher Read Aloud Time: 10 minutes Materials: Short Novel, Captain underpants and the Wrath of the Wicked Wedgie Woman by Dav Pilkey Chart paper	- Teacher will read chapter one to four of the short novel selected - Discussion question asked before the story is read are: “Has anyone read any of the Captain Underpants series?” (teacher will ask further questions of inquiry for the students to build on their answers)    “Based on the title page, what are some elements of the story that the title page may tell us about what will happen in the story?” (Note: Teacher will compile a list of hypothesis from the students.  List will be reviewed on the last days of the story read aloud)
Independent/Limited Self-Selected Reading Time: 10 minutes	- Students will choose from a selection of fairy tales categorized in bins based on their corresponding reading levels.