readers workshop
june 4, 2015
Breakfast + Watch Planet Earth + Class business
1. Do Now:
a. If you'd like to help pass back your reading work, please come on up!
b. When the work gets to you, start organizing all of it in chronological order.
2. Write letter to incoming sixth graders re: Readers Workshop!
- What the sixth graders should expect to learn in Readers Workshop
- How the sixth graders should expect to act in Readers Workshop
- Some tips or advice you have to the sixth graders so that they may be successful
4. Student Awards!
5. Final farewell
1. Do Now:
a. If you'd like to help pass back your reading work, please come on up!
b. When the work gets to you, start organizing all of it in chronological order.
2. Write letter to incoming sixth graders re: Readers Workshop!
- What the sixth graders should expect to learn in Readers Workshop
- How the sixth graders should expect to act in Readers Workshop
- Some tips or advice you have to the sixth graders so that they may be successful
4. Student Awards!
5. Final farewell
readers workshop
june 3, 2015
THE BREADWINNER
|
Breakfast + Watch Planet Earth + Class business
1. Do Now: a. Review the types of contribuations that are encouraged in a Socratic Seminar below. C- General Comment O- Personal Opinion OR- Repeated Opinion O+ - Unique Insight T- Opinion with Text Reference Q - Thoughtful Question A - Application to a Real Situation P - Prediction 2. Socratic Seminar Entrance Slip 3. Review Socratic Seminar Expectations and set up 4. Socratic Seminar on The Breadwinner |
readers workshop
june 2, 2015
THE BREADWINNER
|
Breakfast + Watch Planet Earth + Class business
1. Do Now: a. Choose one of the essential questions to the left you feel most inspired to write about. 2. Quick-Write Reading Challenge: I will gather evidence from The Breadwinner to support my analysis of one of the essential questions. 3. Read Chapter 14 4. Reading Challenge -Finish reading assessments 5. Discuss tomorrow's Socratic Seminar |
readers workshop
june 1, 2015
Breakfast + Watch Planet Earth + Class business
1. Do Now:
a. Share a rose and thorn from your weekend with your reading partner.
Reading Challenge: I will show I can effectively summarize the main events of Chapter 13 in The Breadwinner by writing an organized and intentional summary paragraph.
2. Mini-Lesson: Self-Evaluating My Summary Skills
a. Return Chapter 12 summaries
b. Create "two- stars and a wish" on your summary skills
3. Read Chapter 13 in groups
4. Write a summary independently
-Finish reading assessments
1. Do Now:
a. Share a rose and thorn from your weekend with your reading partner.
Reading Challenge: I will show I can effectively summarize the main events of Chapter 13 in The Breadwinner by writing an organized and intentional summary paragraph.
2. Mini-Lesson: Self-Evaluating My Summary Skills
a. Return Chapter 12 summaries
b. Create "two- stars and a wish" on your summary skills
3. Read Chapter 13 in groups
4. Write a summary independently
-Finish reading assessments
readers workshop
may 29, 2015
Breakfast + Watch Planet Earth + Class business
1. Do Now:
a. Take out your reading folder and your completed READOs.
b. Read through each one.
c. Using your READO rubric, self-grade on the bottom of each READO.
d. If you didn't complete your READO, bring it in on Monday, and read silently.
Reading Challenge: I will show I can effectively summarize the main events of Chapter 12 in The Breadwinner by writing an organized and intentional summary paragraph.
2. Mini-Lesson: Pass the Pen Summary
3. Start or finish writing Chapter 12 Summary
4. Read independently
1. Do Now:
a. Take out your reading folder and your completed READOs.
b. Read through each one.
c. Using your READO rubric, self-grade on the bottom of each READO.
d. If you didn't complete your READO, bring it in on Monday, and read silently.
Reading Challenge: I will show I can effectively summarize the main events of Chapter 12 in The Breadwinner by writing an organized and intentional summary paragraph.
2. Mini-Lesson: Pass the Pen Summary
3. Start or finish writing Chapter 12 Summary
4. Read independently
readers workshop
may 28, 2015
Breakfast + Watch Planet Earth + Class business
1. Do Now:
a. Read through the example summary.
Reading Challenge: I will show I can effectively summarize the main events of Chapter 12 in The Breadwinner by writing an organized and intentional summary paragraph.
2. Mini-Lesson: What a Summary Is (and Is Not).
a. Review the reading challenge
b. Analyze the example
c. Active Engagement
3. Finish reading Chapter 12 in pairs, groups or individually
4. Use what you learned from Frank Fantasticstudent's summary, the checklists we created, and transition words to write your summary in your notebook.
5. Update reading tracker
6. Independently Read Historical Fiction Book
7. Update reading tracker
1. Do Now:
a. Read through the example summary.
Reading Challenge: I will show I can effectively summarize the main events of Chapter 12 in The Breadwinner by writing an organized and intentional summary paragraph.
2. Mini-Lesson: What a Summary Is (and Is Not).
a. Review the reading challenge
b. Analyze the example
c. Active Engagement
3. Finish reading Chapter 12 in pairs, groups or individually
4. Use what you learned from Frank Fantasticstudent's summary, the checklists we created, and transition words to write your summary in your notebook.
5. Update reading tracker
6. Independently Read Historical Fiction Book
7. Update reading tracker
readers workshop
may 27, 2015
Breakfast + Watch Planet Earth + Class business
1. Do Now:
a. Write the three main events of Chapter 11 on your entrance slip.
b. If you want your name to remain anonymous, put it on the back.
Reading Challenge: I will show I can effectively summarize the main events of Chapter 12 in The Breadwinner by writing an organized and intentional summary paragraph.
2. Mini-Lesson: What a Summary Is (and Is Not).
a. Review the reading challenge
b. What is a summary? Create a checklist
c. Practice summarizing movie plots
3. Read Chapter 12 in pairs, groups or individually
4. Write a summary of Chapter 12 using the checklist and sentence starters
5. Update reading tracker
6. Independently Read Historical Fiction Book
7. Update reading tracker
1. Do Now:
a. Write the three main events of Chapter 11 on your entrance slip.
b. If you want your name to remain anonymous, put it on the back.
Reading Challenge: I will show I can effectively summarize the main events of Chapter 12 in The Breadwinner by writing an organized and intentional summary paragraph.
2. Mini-Lesson: What a Summary Is (and Is Not).
a. Review the reading challenge
b. What is a summary? Create a checklist
c. Practice summarizing movie plots
3. Read Chapter 12 in pairs, groups or individually
4. Write a summary of Chapter 12 using the checklist and sentence starters
5. Update reading tracker
6. Independently Read Historical Fiction Book
7. Update reading tracker
readers workshop
may 26, 2015
Breakfast + Watch Planet Earth + Class business
1. Do Now:
a. Put your READO graphic organizers away in your reading folder.
b. Think-pair-share: When you are completing your READO, how do you decide which events are the main events?
Reading Challenge: I will show I can effectively identify the main events of Chapter 11 in The Breadwinner by using the checklist, and working productively in teams.
2. Mini-Lesson: Finding the Main Events
a. How do I find the main events?
b. Is it really a main event? Create a checklist.
3. Read Chapter 11 in pairs, groups or individually
4. Write summaries (this will be your exit slip)
5. Update reading tracker
6. Independently Read Historical Fiction Book
7. Update reading tracker
1. Do Now:
a. Put your READO graphic organizers away in your reading folder.
b. Think-pair-share: When you are completing your READO, how do you decide which events are the main events?
Reading Challenge: I will show I can effectively identify the main events of Chapter 11 in The Breadwinner by using the checklist, and working productively in teams.
2. Mini-Lesson: Finding the Main Events
a. How do I find the main events?
b. Is it really a main event? Create a checklist.
3. Read Chapter 11 in pairs, groups or individually
4. Write summaries (this will be your exit slip)
5. Update reading tracker
6. Independently Read Historical Fiction Book
7. Update reading tracker
readers workshop
may 23, 2015
Breakfast + Watch Planet Earth + Class business
1. Do Now:
a. Take out your completed READOs.
b. Read through each one.
c. Using your READO rubric, grade yourself on the level of reading and thinking you did this week.
Reading Challenge: I will have a dialogue with a small group to discuss our reactions to Chapters 7 through 10 of The Breadwinner.
2. Read Chapter 10 together as a class and create 2 or more W.A.R. comments
3. Mini-Lesson: Dialoguing about Reactions to the Text
a. Review how to use thinking stems to spur dialogue (instead of debate)
b. Collect all reactions and sort them into Good and Poor reactions to prepare for dialogue.
4. Group dialogues
5. Independently Read Historical Fiction Book
1. Do Now:
a. Take out your completed READOs.
b. Read through each one.
c. Using your READO rubric, grade yourself on the level of reading and thinking you did this week.
Reading Challenge: I will have a dialogue with a small group to discuss our reactions to Chapters 7 through 10 of The Breadwinner.
2. Read Chapter 10 together as a class and create 2 or more W.A.R. comments
3. Mini-Lesson: Dialoguing about Reactions to the Text
a. Review how to use thinking stems to spur dialogue (instead of debate)
b. Collect all reactions and sort them into Good and Poor reactions to prepare for dialogue.
4. Group dialogues
5. Independently Read Historical Fiction Book
readers workshop
may 22, 2015
Breakfast + Watch Planet Earth
1. Do Now:
a. Select five or more reaction words from the word cloud to the left that you have never used in your writing before.
b. Practice using the words in sentences with your reading partner.
c. It's okay if you don't know exactly what the word means; just try it out as best as you can!
2. Class Business
Reading Challenge: I will speak to characters with conviction by using specific, high-level words to write two or more reactions to Chapter 9.
3. Mini-Lesson: Lifting the Specificity of my Reactions
5. Update your reading tracker
6. Read independently
7. Update your reading tracker
1. Do Now:
a. Select five or more reaction words from the word cloud to the left that you have never used in your writing before.
b. Practice using the words in sentences with your reading partner.
c. It's okay if you don't know exactly what the word means; just try it out as best as you can!
2. Class Business
Reading Challenge: I will speak to characters with conviction by using specific, high-level words to write two or more reactions to Chapter 9.
3. Mini-Lesson: Lifting the Specificity of my Reactions
5. Update your reading tracker
6. Read independently
7. Update your reading tracker
readers workshop
may 21, 2015
Breakfast + Watch Planet Earth
1. Do Now:
a. Read the quote from Mahatma Gandhi to the left.
b. With your reading partner, discuss what you think he meant when he said these words.
2. Class Business
Reading Challenge: I will speak to characters with conviction by writing two or more reactions to Chapter 8.
3. Mini-Lesson: Speaking to Characters with Conviction
5. Update your reading tracker
6. Read independently
7. Update your reading tracker
1. Do Now:
a. Read the quote from Mahatma Gandhi to the left.
b. With your reading partner, discuss what you think he meant when he said these words.
2. Class Business
Reading Challenge: I will speak to characters with conviction by writing two or more reactions to Chapter 8.
3. Mini-Lesson: Speaking to Characters with Conviction
5. Update your reading tracker
6. Read independently
7. Update your reading tracker
readers workshop
may 19, 2015
Breakfast + Watch Planet Earth
1. Do Now:
a. Take out the READO you completed for homework last night.
b. Using your rubric, self-assess the quality of your work by grading yourself.
2. Class Business
3. Go to the computer lab
4. Complete the Weekly Assessment and Reflection Form.
5. Update your reading tracker
6. Read independently
7. Update your reading tracker
1. Do Now:
a. Take out the READO you completed for homework last night.
b. Using your rubric, self-assess the quality of your work by grading yourself.
2. Class Business
3. Go to the computer lab
4. Complete the Weekly Assessment and Reflection Form.
5. Update your reading tracker
6. Read independently
7. Update your reading tracker
readers workshop
may 18, 2015
Breakfast + Watch Planet Earth
1. Do Now:
a. Share a rose and thorn from your weekend with your reading partner.
Reading Challenge: I will scrutinize, not skip, descriptions, by slowing down during desciprtive moments in the story, and by soaking up details that the uathor inserted so the reader can better imagine the historical setting.
2. Mini-Lesson: Scrutinizing, Not Skipping, Descriptions
4. Read Chapter 7 in groups or independently, practicing the reading challenge
5. Update reading trackers
6. Read historical fiction book independently
Ms. Shawn completes individual reading assessments
7. Update reading trackers
8. Partner share
1. Do Now:
a. Share a rose and thorn from your weekend with your reading partner.
Reading Challenge: I will scrutinize, not skip, descriptions, by slowing down during desciprtive moments in the story, and by soaking up details that the uathor inserted so the reader can better imagine the historical setting.
2. Mini-Lesson: Scrutinizing, Not Skipping, Descriptions
4. Read Chapter 7 in groups or independently, practicing the reading challenge
5. Update reading trackers
6. Read historical fiction book independently
Ms. Shawn completes individual reading assessments
7. Update reading trackers
8. Partner share
readers workshop
may 15, 2015
Breakfast + Watch Planet Earth
1. Do Now:
a. Read the definition of dialogue to the left.
b. Think-pair-share: What movies, books, or topics have you had a dialogue on?
c. Who do you most enjoy having dialogue with?
Reading Challenge: I will have a dialogue with a small group to discuss our reactions to Chapters 1 through 7 of The Breadwinner.
2. Read Chapter 7 together as a class and create 2 or more W.A.R. comments
3. Mini-Lesson: Dialoguing about Reactions to the Text
a. Model how to have a dialogue
b. Collect all reactions and sort them into Good and Poor reactions.
4. Group dialogues
5. Independently Read Historical Fiction Book
1. Do Now:
a. Read the definition of dialogue to the left.
b. Think-pair-share: What movies, books, or topics have you had a dialogue on?
c. Who do you most enjoy having dialogue with?
Reading Challenge: I will have a dialogue with a small group to discuss our reactions to Chapters 1 through 7 of The Breadwinner.
2. Read Chapter 7 together as a class and create 2 or more W.A.R. comments
3. Mini-Lesson: Dialoguing about Reactions to the Text
a. Model how to have a dialogue
b. Collect all reactions and sort them into Good and Poor reactions.
4. Group dialogues
5. Independently Read Historical Fiction Book
readers workshop
may 14, 2015
the breadwinner
|
Breakfast + Watch Planet Earth
1. Do Now: a. Think-pair-share: What was your reaction to Parvana cutting her hair? b. Describe your reaction with: detail, powerful vocabulary, description, and evidence. Reading Challenge: I will make connections to other texts or historical events by creating two or more comments while reading Chapter 6 of the The Breadwinner. 3. Mini-Lesson: Making Connections a. Take notes on 'Making Connections' W.A.R. comments b. Read Chapter 6 and practice making W.A.R. comments 4. Individual or Group reading 5. Partner share of W.A.R. comments |
readers workshop
may 13, 2015
Breakfast + Watch Planet Earth
1. Do Now:
a. Think-pair-share: What is your prior knowledge of depression?
b. If you were Parvana and your mom was too depressed to take care of your family, what would you do?
Reading Challenge: I will write about my reactions to the author's craft by creating two or more comments while reading Chapter 5 of the The Breadwinner.
3. Mini-Lesson: Speaking to the Author (continued)
a. Review answers from yesterday's Google Form
b. Take notes on 'Speaking to the Author' W.A.R. comments
b. Read Chapter 5 and practice making W.A.R. comments
4. Individual or Group reading
-Conferences with students to pair them with Historical Fiction texts
5. Partner share of W.A.R. comments
1. Do Now:
a. Think-pair-share: What is your prior knowledge of depression?
b. If you were Parvana and your mom was too depressed to take care of your family, what would you do?
Reading Challenge: I will write about my reactions to the author's craft by creating two or more comments while reading Chapter 5 of the The Breadwinner.
3. Mini-Lesson: Speaking to the Author (continued)
a. Review answers from yesterday's Google Form
b. Take notes on 'Speaking to the Author' W.A.R. comments
b. Read Chapter 5 and practice making W.A.R. comments
4. Individual or Group reading
-Conferences with students to pair them with Historical Fiction texts
5. Partner share of W.A.R. comments
readers Workshop
may 12, 2015
Breakfast + Watch Planet Earth while Ms. Shawn meets with students who did not complete their homework last Friday
1. Do Now:
Think-pair-share:
a. When reading a novel, why does an author include a flashback?
b. What did we learn from the flashback in The Breadwinner yesterday in Chapter 4?
2. Class Business
3. Click here to complete your weekly assessment and reflection.
4. Update your reading tracker and begin reading your historical fiction novel
5. Read independently
6. Update your reading tracker
1. Do Now:
Think-pair-share:
a. When reading a novel, why does an author include a flashback?
b. What did we learn from the flashback in The Breadwinner yesterday in Chapter 4?
2. Class Business
3. Click here to complete your weekly assessment and reflection.
4. Update your reading tracker and begin reading your historical fiction novel
5. Read independently
6. Update your reading tracker
readers workshop
may 11, 2015
Breakfast + Watch Part 4 of Wildest Middle East Documentary while Ms. Shawn meets with students who did not complete their homework last Friday
1. Do Now:
a. Share a rose and thorn from your weekend with your reading partner.
2. Homework-reading conferences with students
-->Extension Group: Brainstorm possible themes of The Breadwinner
Reading Challenge: I will write about my reactions to the author's craft by creating two or more comments while reading Chapter 4 of the The Breadwinner.
3. Mini-Lesson: Speaking to the Author
a. Discuss Author's Purpose and Essential Questions
b. Introduce W.A.R. comment #3: Speaking to the Author
b. Read Chapter 4 and practice making W.A.R. comments
4. Individual or Group reading
-Conferences with students to pair them with Historical Fiction texts
5. Partner share of W.A.R. comments
1. Do Now:
a. Share a rose and thorn from your weekend with your reading partner.
2. Homework-reading conferences with students
-->Extension Group: Brainstorm possible themes of The Breadwinner
Reading Challenge: I will write about my reactions to the author's craft by creating two or more comments while reading Chapter 4 of the The Breadwinner.
3. Mini-Lesson: Speaking to the Author
a. Discuss Author's Purpose and Essential Questions
b. Introduce W.A.R. comment #3: Speaking to the Author
b. Read Chapter 4 and practice making W.A.R. comments
4. Individual or Group reading
-Conferences with students to pair them with Historical Fiction texts
5. Partner share of W.A.R. comments
readers workshop
may 8, 2015
Breakfast + Watch Part 3 of Wildest Middle East Documentary
1. Do Now:
a. Finish reading Chapter 3 independently (if you haven't finished it already).
b. Think-pair-share: What is proper art gallery behavior? What is improper art gallery behavior?
2. Class Business
3. Get ready for the field trip
1. Do Now:
a. Finish reading Chapter 3 independently (if you haven't finished it already).
b. Think-pair-share: What is proper art gallery behavior? What is improper art gallery behavior?
2. Class Business
3. Get ready for the field trip
readers workshop
may 7, 2015
Breakfast + Watch Part 2 of Wildest Middle East Documentary
1. Do Now:
a. Finish reading Chapter 2 independently (if you haven't finished it already).
b. In your notebook, create a drawing or write a description that captures what Parvana must feel, see, taste, smell, and hear, while living in Kabul, Afghanistan during the time of war.
2. Class Business
Reading Challenge: I will infer how the setting in The Breadwinner impacts Parvana's character by making three or more w.a.r. comments while I read.
3. Mini-Lesson: Constructing the Sense of Another Place (continued)
a. Review awesome W.A.R. comments
b. Introduce W.A.R. comment #2: Wondering on Paper
b. Read Chapter 3 and practice making W.A.R. comments
4. Group reading
5. Partner share of W.A.R. comments
1. Do Now:
a. Finish reading Chapter 2 independently (if you haven't finished it already).
b. In your notebook, create a drawing or write a description that captures what Parvana must feel, see, taste, smell, and hear, while living in Kabul, Afghanistan during the time of war.
2. Class Business
Reading Challenge: I will infer how the setting in The Breadwinner impacts Parvana's character by making three or more w.a.r. comments while I read.
3. Mini-Lesson: Constructing the Sense of Another Place (continued)
a. Review awesome W.A.R. comments
b. Introduce W.A.R. comment #2: Wondering on Paper
b. Read Chapter 3 and practice making W.A.R. comments
4. Group reading
5. Partner share of W.A.R. comments
readers workshop
may 6, 2015
Breakfast + Watch Part 1 of Wildest Middle East Documentary
1. Do Now:
a. Finish reading Chapter 1 independently (if you haven't finished it already).
b. In your notebook, draw a picture or write a description of Parvana's world in Afghanistan.
2. Class Business
Reading Challenge: I will infer how the setting in The Breadwinner impacts Parvana's character by making three or more w.a.r. comments while I read.
3. Mini-Lesson: Constructing the Sense of Another Place (continued)
a. Introduce W.A.R. comment #1: Putting Yourself in the Characters' Shoes
b. Read Chapter 2 and practice making W.A.R. comments
4. Group reading
5. Partner share of W.A.R. comments
1. Do Now:
a. Finish reading Chapter 1 independently (if you haven't finished it already).
b. In your notebook, draw a picture or write a description of Parvana's world in Afghanistan.
2. Class Business
Reading Challenge: I will infer how the setting in The Breadwinner impacts Parvana's character by making three or more w.a.r. comments while I read.
3. Mini-Lesson: Constructing the Sense of Another Place (continued)
a. Introduce W.A.R. comment #1: Putting Yourself in the Characters' Shoes
b. Read Chapter 2 and practice making W.A.R. comments
4. Group reading
5. Partner share of W.A.R. comments
readers workshop
may 5, 2015
Breakfast + Career Investigation
1. Do Now:
a. Think-pair-share:
What is historical fiction?
How is historical fiction different to read than realistic fiction?
2. Class Business
Reading Challenge: I will pay extra attention to details about the setting in The Breadwinner, particulary to what the place feels like, looks like, and how the place may change.
3. Mini-Lesson: Constructing the Sense of Another Place
4. Independent reading
5. Partner share
1. Do Now:
a. Think-pair-share:
What is historical fiction?
How is historical fiction different to read than realistic fiction?
2. Class Business
Reading Challenge: I will pay extra attention to details about the setting in The Breadwinner, particulary to what the place feels like, looks like, and how the place may change.
3. Mini-Lesson: Constructing the Sense of Another Place
4. Independent reading
5. Partner share
readers workshop
may 4, 2015
Breakfast + Career Investigation
1. Do Now:
a. On your entrance card, answer the following question with as much detail as possible:
a. What are the differences between reading non-fiction and fiction?
i. What is different about the text features?
ii. What is different about the text structures?
iii. What is different about the content (what's inside the books)?
2. Class Business
-Return non-fiction Reados
-Discuss new read-aloud books
Reading Challenge: I will get into the setting of the historical fiction novel The Breadwinner by researching the definition of a key word and by collaborating in teams to create a vocabulary teaching tool.
3. Mini-Lesson: What is special about historical fiction?
4. Independent reading
5. Partner share
1. Do Now:
a. On your entrance card, answer the following question with as much detail as possible:
a. What are the differences between reading non-fiction and fiction?
i. What is different about the text features?
ii. What is different about the text structures?
iii. What is different about the content (what's inside the books)?
2. Class Business
-Return non-fiction Reados
-Discuss new read-aloud books
Reading Challenge: I will get into the setting of the historical fiction novel The Breadwinner by researching the definition of a key word and by collaborating in teams to create a vocabulary teaching tool.
3. Mini-Lesson: What is special about historical fiction?
4. Independent reading
5. Partner share
readers workshop
april 24, 2015
Breakfast + Text Structure Video
1. Do Now:
a. On your entrance card, answer the following question:
a. What is a text structure?
b. Why is a text structure important to notice while you're reading a non-fiction text?
2. Class Business
3. Mini-Lesson: Using Clues to Understand Text-Structure
4. Independent reading
5. Partner share
1. Do Now:
a. On your entrance card, answer the following question:
a. What is a text structure?
b. Why is a text structure important to notice while you're reading a non-fiction text?
2. Class Business
3. Mini-Lesson: Using Clues to Understand Text-Structure
4. Independent reading
5. Partner share
readers workshop
april 17, 2015
Breakfast + The Science of... Video
1. Do Now:
a.Take out your Non-Fiction Reado homework from this week.
b. If you didn't complete all four Reados, please come up and let me know.
2. Mini-Lesson: Jigsaw Studygroups
3. Independent reading
4. Partner share
1. Do Now:
a.Take out your Non-Fiction Reado homework from this week.
b. If you didn't complete all four Reados, please come up and let me know.
2. Mini-Lesson: Jigsaw Studygroups
3. Independent reading
4. Partner share
readers workshop
april 16, 2015
Breakfast + The Science of... Video
1. Do Now:
Imagine: You have just started your first college class. You are assigned a 300-page book to read in a week. There is not enough time to get all of the reading done!!! Thankfully, your four friends are taking the same class. How can you figure out what the reading is about without doing all of the reading?
2. Mini-Lesson: Preparing to Jigsaw
-What is a jigsaw?
-Prepare graphic organizer
-Team reading time
3. Independent reading
Small-group instruction on text-structures
4. Partner share
1. Do Now:
Imagine: You have just started your first college class. You are assigned a 300-page book to read in a week. There is not enough time to get all of the reading done!!! Thankfully, your four friends are taking the same class. How can you figure out what the reading is about without doing all of the reading?
2. Mini-Lesson: Preparing to Jigsaw
-What is a jigsaw?
-Prepare graphic organizer
-Team reading time
3. Independent reading
Small-group instruction on text-structures
4. Partner share
readers workshop
april 15, 2015
Breakfast + Listening to music
1. Do Now:
2. Mini-Lesson: Entering the Mind of the Author
3. Independent reading
Small-group instruction on text-structures based on assessment data
4. Partner share
1. Do Now:
2. Mini-Lesson: Entering the Mind of the Author
3. Independent reading
Small-group instruction on text-structures based on assessment data
4. Partner share
readers workshop
april 14, 2015
Breakfast + Listen to music
1. Do Now:
a. Take out your READO homework from last night.
b. Read your main ideas and answer aloud to your partner.
c. Using the rubric, give your partner two stars and a wish on their ideas.
2. Go to the computer lab
3. Click here to complete the Weekly Reflection and Assessment
4. Cross-Referencing Time: Using only trustworthy websites, use the computer to look up any topics or questions you have that are related to your non-fiction reading.
1. Do Now:
a. Take out your READO homework from last night.
b. Read your main ideas and answer aloud to your partner.
c. Using the rubric, give your partner two stars and a wish on their ideas.
2. Go to the computer lab
3. Click here to complete the Weekly Reflection and Assessment
4. Cross-Referencing Time: Using only trustworthy websites, use the computer to look up any topics or questions you have that are related to your non-fiction reading.
readers workshop
april 13, 2015
Breakfast
1. Do Now:
a. In groups of four, select your best thinking from your homework this week, and read your reado aloud to your team.
2.. Pass out additional READO prompts and homework graphic organizers.
3. Mini-Lesson: What is a text-structure?
-Note-taking on different text structures
-Practice skimming Chapter 6 to identify the text structure of the "The Omnivore's Dilemma"
4. Independent reading
Small-group instruction on using text-features and skimming to figure out the text structure
5. Partner share
1. Do Now:
a. In groups of four, select your best thinking from your homework this week, and read your reado aloud to your team.
2.. Pass out additional READO prompts and homework graphic organizers.
3. Mini-Lesson: What is a text-structure?
-Note-taking on different text structures
-Practice skimming Chapter 6 to identify the text structure of the "The Omnivore's Dilemma"
4. Independent reading
Small-group instruction on using text-features and skimming to figure out the text structure
5. Partner share
readers workshop
april 10, 2015
Breakfast + Watch a Brainpop Video on a famous artist or musician
1. Do Now:
a. Take out your non-fiction reado homework.
b. Using your non-fiction reado rubric, give yourself a grade on each night of your homework by circling the level that matches the work you have done.
2. In groups of four, select your best thinking from your homework this week, and read your reado aloud to your team.
3. Mini-Lesson: Skimming to Gather the Essential Information
-Frayer Map: to skim
-Practice skimming Chapter 5 of the "The Omnivore's Dilemma" to gather essential information
4. Independent reading
Small-group instruction on using text-features and skimming to find essential information
5. Partner share
1. Do Now:
a. Take out your non-fiction reado homework.
b. Using your non-fiction reado rubric, give yourself a grade on each night of your homework by circling the level that matches the work you have done.
2. In groups of four, select your best thinking from your homework this week, and read your reado aloud to your team.
3. Mini-Lesson: Skimming to Gather the Essential Information
-Frayer Map: to skim
-Practice skimming Chapter 5 of the "The Omnivore's Dilemma" to gather essential information
4. Independent reading
Small-group instruction on using text-features and skimming to find essential information
5. Partner share
readers workshop
april 9, 2015
Breakfast + Watch a Brainpop Video on a famous artist or musician
1. Do Now:
a. Entrance Slip: On your index card, explain what it means to you to cross-reference your sources?
3. Mini-Lesson: Cross-Referencing Sources to Evaluate Author's Claims (Continued)
-Read aloud entrance slips
-Read "The Omnivore's Dilemma" and identify different kinds of non-fiction we could research to cross-reference Pollan's claims.
4. Independent reading
Small-group instruction on identifying and evaluating author's claims
5. Partner share
1. Do Now:
a. Entrance Slip: On your index card, explain what it means to you to cross-reference your sources?
3. Mini-Lesson: Cross-Referencing Sources to Evaluate Author's Claims (Continued)
-Read aloud entrance slips
-Read "The Omnivore's Dilemma" and identify different kinds of non-fiction we could research to cross-reference Pollan's claims.
4. Independent reading
Small-group instruction on identifying and evaluating author's claims
5. Partner share
readers workshop
april 8, 2015
Breakfast + Watch Brainpop Video on Research
1. Do Now:
a. In your teams, brainstorm as many diffrent forms of non-fiction that you can think of.
2. Class business including school survey and this week's homework
3. Mini-Lesson: Cross-Referencing Sources to Evaluate Author's Claims
-What are all the forms of non-fiction we can gather information from when we research?
-What is cross-referencing?
-Read "The Omnivore's Dilemma" and identify different kinds of non-fiction we could research to cross-reference Pollan's claims.
4. Independent reading
Small-group instruction on identifying and evaluating author's claims
5. Partner share
1. Do Now:
a. In your teams, brainstorm as many diffrent forms of non-fiction that you can think of.
2. Class business including school survey and this week's homework
3. Mini-Lesson: Cross-Referencing Sources to Evaluate Author's Claims
-What are all the forms of non-fiction we can gather information from when we research?
-What is cross-referencing?
-Read "The Omnivore's Dilemma" and identify different kinds of non-fiction we could research to cross-reference Pollan's claims.
4. Independent reading
Small-group instruction on identifying and evaluating author's claims
5. Partner share
Readers workshop
april 7, 2015
Breakfast + Share a rose and thorn of your Spring Break with your reading partner
1. Do Now:
a. Prepare for mini-council by moving chairs into a circle.
b. Share April's precept:
"What is beautiful is good, and who is good will soon be beautiful." —Sappho
c. Share one story of something good that happened to you or that you felt this Spring Break or share one story of something not so good that happened to you or that you felt this Spring Break.
2. Class business including school survey and this week's homework
3. Mini-Lesson: Identifying and Evaluating Author's Claims
-Review what it means to evaluate an author's claim
-Read "The Omnivore's Dilemma" and practice identifying and evaluating Michael Pollan's claims
4. Independent reading
Small-group instruction on identifying and evaluating author's claims
5. Partner share
1. Do Now:
a. Prepare for mini-council by moving chairs into a circle.
b. Share April's precept:
"What is beautiful is good, and who is good will soon be beautiful." —Sappho
c. Share one story of something good that happened to you or that you felt this Spring Break or share one story of something not so good that happened to you or that you felt this Spring Break.
2. Class business including school survey and this week's homework
3. Mini-Lesson: Identifying and Evaluating Author's Claims
-Review what it means to evaluate an author's claim
-Read "The Omnivore's Dilemma" and practice identifying and evaluating Michael Pollan's claims
4. Independent reading
Small-group instruction on identifying and evaluating author's claims
5. Partner share
readers workshop
march 27, 2015
Breakfast + Finish watching the Food Chains Documentary
1. Do Now:
a. Think-pair-share: Do you think "Food Chains" is a trustworthy documentary? Why or why not?
2. Class Business
3. Mini-Lesson: Evaluating Across Genres (Documentary and Non-Fiction Text)
-Compare and Contrast "Food Chains" to "The Omnivore's Dilemma"
-Read "The Omnivore's Dilemma"
4. Exit Slip
1. Do Now:
a. Think-pair-share: Do you think "Food Chains" is a trustworthy documentary? Why or why not?
2. Class Business
3. Mini-Lesson: Evaluating Across Genres (Documentary and Non-Fiction Text)
-Compare and Contrast "Food Chains" to "The Omnivore's Dilemma"
-Read "The Omnivore's Dilemma"
4. Exit Slip
readers workshop
march 26, 2015
Breakfast + Watch Part 3 of Food Chains Documentary
1. Do Now:
a. Think-pair-share:
What are three things an author may include that make his/her writing trustworthy?
What are three things an author may include that make his/her writing untrustworthy?
b. Brainstorm: What questions do you have about the trustworthiness of a text?
2. Class Business
3. Mini-Lesson: 1st Step: Generate Questions, 2nd Step: Evaluate
-How do I generate questions about trustworthiness as I read?
-Read "The Omnivore's Dilemma"
-Generate questions and evaluate text to answer them
6. Update your reading tracker
7. Read your book independently
8. Update your reading tracker.
9. Partner Share
1. Do Now:
a. Think-pair-share:
What are three things an author may include that make his/her writing trustworthy?
What are three things an author may include that make his/her writing untrustworthy?
b. Brainstorm: What questions do you have about the trustworthiness of a text?
2. Class Business
3. Mini-Lesson: 1st Step: Generate Questions, 2nd Step: Evaluate
-How do I generate questions about trustworthiness as I read?
-Read "The Omnivore's Dilemma"
-Generate questions and evaluate text to answer them
6. Update your reading tracker
7. Read your book independently
8. Update your reading tracker.
9. Partner Share
readers workshop
march 25, 2015
|
Breakfast + Watch Part 2 of Food Chains Documentary
1. Do Now: a. Evaluate the advertisement to the left. b. What is the claim of the advertisement? c. Do you trust the claim or not? Why? 2. Class Business 3. Mini-Lesson: What Makes a Text Trustworthy or Untrustworthy? -Create a t-chart to discuss reasons to or to not trust sources -Read "The Omnivore's Dilemma" -Continue to identify parts of a trustworthy or untrustworthy text 6. Update your reading tracker 7. Read your book independently 8. Update your reading tracker. 9. Partner Share |
readers workshop
march 24, 2015
Breakfast + Watch Part 1 of Food Chains Documentary
1. Do Now:
a. Think-pair-share: What is a documentary?
b. What makes a documentary different than a movie?
c. So far, do you trust the information given in this documentary? Why?
2. Class Business
3. Mini-Lesson: Evaluating Supporting Claims
-Frayer Map: Evaluate
-Read "The Omnivore's Dilemma"
-Practicing evaluating supporting claims
6. Update your reading tracker
7. Read your book independently
8. Update your reading tracker.
9. Partner Share
1. Do Now:
a. Think-pair-share: What is a documentary?
b. What makes a documentary different than a movie?
c. So far, do you trust the information given in this documentary? Why?
2. Class Business
3. Mini-Lesson: Evaluating Supporting Claims
-Frayer Map: Evaluate
-Read "The Omnivore's Dilemma"
-Practicing evaluating supporting claims
6. Update your reading tracker
7. Read your book independently
8. Update your reading tracker.
9. Partner Share
readers workshop
march 23, 2015
Breakfast + Impressive Ted Talks by Kids
1. Do Now:
a. Check in with your reading partner.
b. Share one rose and one thorn from your weekend with your partner.
2. Class Business
3. Mini-Lesson: Goal-Setting Based on READO's from Last Week
6. Prepare for Open House
1. Do Now:
a. Check in with your reading partner.
b. Share one rose and one thorn from your weekend with your partner.
2. Class Business
3. Mini-Lesson: Goal-Setting Based on READO's from Last Week
6. Prepare for Open House
readers workshop
march 20, 2015
Breakfast + Inspiring Ted Talk
1. Do Now:
a. Take out your four READ-O's from this week.
b. Look back at each of the main ideas and responses you wrote.
c. Self-correct any errors in spelling, punctuation, and usage of words.
d. Circle any words you need help spelling.
2. Class Business
3. Mini-Lesson: Self-Assessing my READ-O
-Take a look at a model READ-O from "The Omnivore's Dilemma"
-Assess with a partner using the rubric
-Discuss assessment process
-Self-assess your own READ-Os
6. Update your reading tracker
7. Read your book independently
8. Update your reading tracker.
9. Partner Share
1. Do Now:
a. Take out your four READ-O's from this week.
b. Look back at each of the main ideas and responses you wrote.
c. Self-correct any errors in spelling, punctuation, and usage of words.
d. Circle any words you need help spelling.
2. Class Business
3. Mini-Lesson: Self-Assessing my READ-O
-Take a look at a model READ-O from "The Omnivore's Dilemma"
-Assess with a partner using the rubric
-Discuss assessment process
-Self-assess your own READ-Os
6. Update your reading tracker
7. Read your book independently
8. Update your reading tracker.
9. Partner Share
readers workshop
march 19, 2015
Breakfast + Inspiring Ted Talk
1. Do Now:
On the index card provided, name and define as many features of non-fiction texts as you can remember from yesterday's class and your reading last night.
2. Class Business
3. Mini-Lesson: Features of Non-Fiction (continued)
Investigation of features in "The Omnivore's Dilemma"
6. Update your reading tracker
7. Read your book independently
8. Update your reading tracker
9. Exit Slip: Select on non-fiction text feature from your in-class reading today. Describe what you learned from the feature on the back of your index card.
1. Do Now:
On the index card provided, name and define as many features of non-fiction texts as you can remember from yesterday's class and your reading last night.
2. Class Business
3. Mini-Lesson: Features of Non-Fiction (continued)
Investigation of features in "The Omnivore's Dilemma"
6. Update your reading tracker
7. Read your book independently
8. Update your reading tracker
9. Exit Slip: Select on non-fiction text feature from your in-class reading today. Describe what you learned from the feature on the back of your index card.
readers workshop
march 18, 2015
|
Breakfast + Inspiring Ted Talk
1. Do Now: Look carefully at the image to the left. In your Reader's Notebook, write down three facts that you can infer from looking at this image. 2. Class Business 3. Mini-Lesson: Features of Non-Fiction Features Search in "The Omnivore's Dilemma" Idea-Wave Note-taking 6. Update your reading tracker 7. Read your book independently 8. Update your reading tracker. 9. Reminder: Tomorrow you will be working with your homework in class, so please, as always, BRING IT! |
readers workshop
march 17, 2015
Source: http://liberationbc.org/blog/2009/07/important-but-flawed-a-review-of-food-inc/
|
Breakfast + Ted Talk: How Pig Parts Make the World Turn
1. Do Now: Look carefully at the image to the left. In your Reader's Notebook, write down three facts that you can infer from looking at this image. Example Sentence Stem: In 1950, chickens grew... 2. Class Business 3. Mini-Lesson: Identifying the Main Ideas (continued) 4. Go to the computer lab 5. Click here to complete your weekly reflection and self-assessment; use the tips below if you need help. Tips for Identifying the Main Idea: i. Understand the text. ii. Look back iii. Collapse lists iv. Use topic sentences v. Get rid of unnecessary details vi. Collapse paragraphs vii. Rethink viii.Check and double-check 6. Update your reading tracker or practice your spelling by clicking here 7. Read your book independently 8. Update your reading tracker. |
readers workshop
march 16, 2015
Breakfast + Discuss your weekend with your reading partner and table group
1. Do Now:
Think-pair-share:
What have you learned from "The Omnivore's Dilemma" so far?
What do you think the author's writing style? Why or why not?
2. Class Business
3. Mini-Lesson: Identifying the Main Ideas
a. Reading Challenge: I will be able to distinguish between main ideas and supporting claims.
b. Main Idea Video
c. Notes
i. Understand the text.
ii. Look back
iii. Collapse lists
iv. Use topic sentences
v. Get rid of unnecessary details
vi. Collapse paragraphs
vii. Rethink
viii.Check and double-check
d. Active engagement with "The Omnivore's Dilemma" to practice the reading challenge
4. Update reading tracker
6. Independent Reading
--> Reado conferences
--> Check out books using system
7. Update reading tracker
8. Partner Share
1. Do Now:
Think-pair-share:
What have you learned from "The Omnivore's Dilemma" so far?
What do you think the author's writing style? Why or why not?
2. Class Business
3. Mini-Lesson: Identifying the Main Ideas
a. Reading Challenge: I will be able to distinguish between main ideas and supporting claims.
b. Main Idea Video
c. Notes
i. Understand the text.
ii. Look back
iii. Collapse lists
iv. Use topic sentences
v. Get rid of unnecessary details
vi. Collapse paragraphs
vii. Rethink
viii.Check and double-check
d. Active engagement with "The Omnivore's Dilemma" to practice the reading challenge
4. Update reading tracker
6. Independent Reading
--> Reado conferences
--> Check out books using system
7. Update reading tracker
8. Partner Share
readers workshop
march 13, 2015
Breakfast + Drama Video
1. Do Now:
Take out your non-fiction READO work for this week.
2. Class Business
1. Do Now:
Take out your non-fiction READO work for this week.
2. Class Business
readers workshop
march 12, 2015
Breakfast + Music Painting
1. Do Now:
Directions: Take out your READO from last night. Take turns reading aloud your READO response to your reading partner.
If you finish early, discuss the following prompts:
-How was it to read non-fiction last night?
-What did you like about it?
-What did you dislike about it?
2. Class Business
3. Mini-Lesson: Investigating Author's Purpose in Non-Fiction (continued)
a. Reading Challenge: I will be able to infer the author's purpose by looking closely at evidence from the text.
b. Continue reading the introduction of "The Omnivore's Dilemma" to practice the reading challenge
c. Complete the entrance slip
4. Update reading tracker
6. Independent Reading
--> Reado conferences
--> Check out books using system
7. Update reading tracker
8. Partner Share:
The author's purpose of my reading today was_______________________________.
When the author said_________________________ this proves the author's purpose because______________________________________________________________.
1. Do Now:
Directions: Take out your READO from last night. Take turns reading aloud your READO response to your reading partner.
If you finish early, discuss the following prompts:
-How was it to read non-fiction last night?
-What did you like about it?
-What did you dislike about it?
2. Class Business
3. Mini-Lesson: Investigating Author's Purpose in Non-Fiction (continued)
a. Reading Challenge: I will be able to infer the author's purpose by looking closely at evidence from the text.
b. Continue reading the introduction of "The Omnivore's Dilemma" to practice the reading challenge
c. Complete the entrance slip
4. Update reading tracker
6. Independent Reading
--> Reado conferences
--> Check out books using system
7. Update reading tracker
8. Partner Share:
The author's purpose of my reading today was_______________________________.
When the author said_________________________ this proves the author's purpose because______________________________________________________________.
readers workshop
march 11, 2015
Breakfast + Types of Writing
1. Do Now:
Think-pair-share
a. How is narrative writing different from informative writing?
b. How is informative writing different from descriptive writing?
c. How is descriptive writing different from persuasive writing?
Suggested Sentence Stems:
Narrative writing is _________________ whereas descriptive writing is____________.
Persuasive writing is___________________. On the other hand, informative writing is______________________________.
2. Class Business
3. Mini-Lesson: Investigating Author's Purpose in Non-Fiction
a. Create cover-page for our new non-fiction unit
b. Pass out non-fiction READO materials
c. Reading Challenge: I will be able to infer the author's purpose by looking closely at evidence from the text.
d. Read the introduction of "The Omnivore's Dilemma" to practice the reading challenge
4. Self-select non-fiction books
5. Update reading tracker
6. Independent Reading
--> Reado conferences
--> Check out books using system
7. Update reading tracker
8. Partner Share:
The author's purpose of my reading today was_______________________________.
When the author said_________________________ this proves the author's purpose because______________________________________________________________.
1. Do Now:
Think-pair-share
a. How is narrative writing different from informative writing?
b. How is informative writing different from descriptive writing?
c. How is descriptive writing different from persuasive writing?
Suggested Sentence Stems:
Narrative writing is _________________ whereas descriptive writing is____________.
Persuasive writing is___________________. On the other hand, informative writing is______________________________.
2. Class Business
3. Mini-Lesson: Investigating Author's Purpose in Non-Fiction
a. Create cover-page for our new non-fiction unit
b. Pass out non-fiction READO materials
c. Reading Challenge: I will be able to infer the author's purpose by looking closely at evidence from the text.
d. Read the introduction of "The Omnivore's Dilemma" to practice the reading challenge
4. Self-select non-fiction books
5. Update reading tracker
6. Independent Reading
--> Reado conferences
--> Check out books using system
7. Update reading tracker
8. Partner Share:
The author's purpose of my reading today was_______________________________.
When the author said_________________________ this proves the author's purpose because______________________________________________________________.
readers workshop
march 10, 2015
Breakfast + Book Summary of "The Absolutely True Diary..."
1. Do Now:
Think-pair-share
a. If you were to read a non-fiction book related to "The Absolutely True Diary of a Part-Time Indian" or "Tiger Rising" what might be the topic?
b. Brainstorm as many topics as you can.
2. Class Business: Discuss homework, pass out field trip slips and take lunch count for Friday
3. Review class' feedback on the Google spreadsheet
5. Finish writing our group essay!
1. Do Now:
Think-pair-share
a. If you were to read a non-fiction book related to "The Absolutely True Diary of a Part-Time Indian" or "Tiger Rising" what might be the topic?
b. Brainstorm as many topics as you can.
2. Class Business: Discuss homework, pass out field trip slips and take lunch count for Friday
3. Review class' feedback on the Google spreadsheet
5. Finish writing our group essay!
readers workshop
march 9, 2015
Breakfast + How to Organize an Essay
1. Do Now:
Think-pair-share
a. What are three things you already knew that the video taught you?
b. What is one or more things you didn't know that the video taught you?
2. Class Business
3. Go to the computer lab
4. Reflection and Assessment
5. With the time you have left over, select from the following menu:
-Read your independent reading book at your level
-Read an article on Newsela at your reading level
1. Do Now:
Think-pair-share
a. What are three things you already knew that the video taught you?
b. What is one or more things you didn't know that the video taught you?
2. Class Business
3. Go to the computer lab
4. Reflection and Assessment
5. With the time you have left over, select from the following menu:
-Read your independent reading book at your level
-Read an article on Newsela at your reading level
readers workshop
march 6, 2015
Breakfast + An Interview with Sherman Alexie (Part 2)
1. Do Now:
a. Come up with three interview questions you would ask Sherman Alexie that were not asked in the video.
2. Class Business
3. Mini-Lesson: Identifying the Big Problem at the Heart of the Text
a. Write a group essay comparing and contrasting the conflicts in The Absolutely True Diary of a Part-Time Indian with the conflicts in Tiger Rising.
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
--> Check in with returning books
6. Update reading tracker
7. Partner Share
1. Do Now:
a. Come up with three interview questions you would ask Sherman Alexie that were not asked in the video.
2. Class Business
3. Mini-Lesson: Identifying the Big Problem at the Heart of the Text
a. Write a group essay comparing and contrasting the conflicts in The Absolutely True Diary of a Part-Time Indian with the conflicts in Tiger Rising.
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
--> Check in with returning books
6. Update reading tracker
7. Partner Share
readers workshop
march 5, 2015
Breakfast + An Interview with Sherman Alexie
1. Do Now:
a. Think back to when we read The Absolutely True Diary of a Part-Time Indian.
b. With your table group, make a list of all the conflicts that came up while we read that novel.
2. Class Business
3. Mini-Lesson: Identifying the Big Problem at the Heart of the Text
a. Discussion of conflicts in The Absolutely True Diary of a Part-Time Indian.
b. Brainstorm of similarities and differences between the conflicts in The Absolutely... and the conflicts in Tiger Rising.
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
--> Check in with returning books
6. Update reading tracker
7. Partner Share
1. Do Now:
a. Think back to when we read The Absolutely True Diary of a Part-Time Indian.
b. With your table group, make a list of all the conflicts that came up while we read that novel.
2. Class Business
3. Mini-Lesson: Identifying the Big Problem at the Heart of the Text
a. Discussion of conflicts in The Absolutely True Diary of a Part-Time Indian.
b. Brainstorm of similarities and differences between the conflicts in The Absolutely... and the conflicts in Tiger Rising.
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
--> Check in with returning books
6. Update reading tracker
7. Partner Share
readers workshop
march 4, 2015
Breakfast + Conversation with Ray Bradbury Part 2
1. Do Now:
Think-pair-share:
a. Now that you have met Ray Bradbury, why do you think his style of writing is the way that it is?
b. If you wrote a book, what style of writing would you use?
2. Class Business
3. Mini-Lesson: Identifying the Big Problem at the Heart of the Text
a. Read "Chester's Way"
b. Identify the big problem at the heart of the text together.
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
6. Update reading tracker
7. Partner Share
1. Do Now:
Think-pair-share:
a. Now that you have met Ray Bradbury, why do you think his style of writing is the way that it is?
b. If you wrote a book, what style of writing would you use?
2. Class Business
3. Mini-Lesson: Identifying the Big Problem at the Heart of the Text
a. Read "Chester's Way"
b. Identify the big problem at the heart of the text together.
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
6. Update reading tracker
7. Partner Share
readers workshop
March 3, 2015
Words to Describe Writing Style
Abrupt Abstract (uses abstract language) Balanced Businesslike Chatty Choppy Circuitous Clunky Complex Concise Concrete (uses concrete language) Conversational Crisp Cursory Declamatory Deliberate Dense Descriptive Detailed Diffuse Discursive Dry Economical Elaborate Figurative Flowery Fluid Formal Gruff Informal Literal Lofty Lyrical Perfunctory Poetic Rhythmic Semi-detailed Simplistic Staccato Succinct Technical Verbose Wordy |
Breakfast + Conversation with Ray Bradbury Part 1
1. Do Now: Think-pair-share: 1. What is one thing you learned about Ray Bradbury? 2. What is one thing you learned about writing? 2. Class Business 3. Mini-Lesson: Inferring the Author's Style (continued) Brainpop Video on Tone Helpful Resource 4. Go to the computer lab 5. Weekly Reflection and Assessment |
readers workshop
february 26, 2015
Breakfast + "All Summer in a Day" Part 3
1. Do Now:
Think-pair-share: What were the similarities and differences between Ray Bradbury's short story of All Summer in a Day and the movie version on Youtube.
Sentence Starters:
One thing that was the same between the text and film versions was...
One thing that was different between the text and film versions was...
2. Class Business
3. Mini-Lesson: Read-O Q & A
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
6. Update reading tracker
7. Partner Share
1. Do Now:
Think-pair-share: What were the similarities and differences between Ray Bradbury's short story of All Summer in a Day and the movie version on Youtube.
Sentence Starters:
One thing that was the same between the text and film versions was...
One thing that was different between the text and film versions was...
2. Class Business
3. Mini-Lesson: Read-O Q & A
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
6. Update reading tracker
7. Partner Share
readers workshop
february 25, 2015
Breakfast + "All Summer in a Day" Part 2
1. Do Now:
Decide which of the following sentences is an example of identifying and which is an example of inferring?
a. Margot was taken advantage of by the other children on Venus because they were jealous that she had seen the sun and they hadn't.
b. Margot was different from the other children in her class because she had remembered the sun.
2. Class Business
3. Mini-Lesson: Identifying Versus Inferring
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
6. Update reading tracker
7. Partner Share
1. Do Now:
Decide which of the following sentences is an example of identifying and which is an example of inferring?
a. Margot was taken advantage of by the other children on Venus because they were jealous that she had seen the sun and they hadn't.
b. Margot was different from the other children in her class because she had remembered the sun.
2. Class Business
3. Mini-Lesson: Identifying Versus Inferring
4. Update your reading tracker
5. Independent Reading
--> Read-O conferences
6. Update reading tracker
7. Partner Share
readers workshop
february 24, 2015
Breakfast + "All Summer in a Day" Part 1
1. Do Now:
a. Read the following thesis statement.
In "All Summer in a Day", jealousy causes the children to lock Margot in the closet.
b. Do you agree with this opinion or not? Use evidence from the text to support your answer.
2. Class Business
3. Go to the computer lab for the reflection and assessment
4. Update your reading tracker
--> Read book of choice
--> Read Newsela
-- > Practice spelling
5. Independent Reading
6. Update reading tracker
1. Do Now:
a. Read the following thesis statement.
In "All Summer in a Day", jealousy causes the children to lock Margot in the closet.
b. Do you agree with this opinion or not? Use evidence from the text to support your answer.
2. Class Business
3. Go to the computer lab for the reflection and assessment
4. Update your reading tracker
--> Read book of choice
--> Read Newsela
-- > Practice spelling
5. Independent Reading
6. Update reading tracker
readers workshop
february 24, 2015
Breakfast + Part 2 of Life on Venus
1. Do Now:
a. Take out the sample Read-o I gave you last week and the Read-o you completed last week.
b. Start comparing and contrasting your work with the sample.
c. What similarities and differences do you notice?
2. Mini-Lesson: Self-Assessing Read-o
3. Independent Reading
4. Update Reading Tracker
5. Close-read while taking notes
6. Update Reading Tracker
1. Do Now:
a. Take out the sample Read-o I gave you last week and the Read-o you completed last week.
b. Start comparing and contrasting your work with the sample.
c. What similarities and differences do you notice?
2. Mini-Lesson: Self-Assessing Read-o
3. Independent Reading
4. Update Reading Tracker
5. Close-read while taking notes
6. Update Reading Tracker
readers workshop
february 20, 2015
Breakfast + Part 1 of Life on Venus
1. Do Now:
a. Choose the following opinion that you agree with more. Then, find the one line from the text that you believe supports your opinion the strongest.
Opinion A: Margot was rightfully thrown into the closet..
Opinion B: Margot was unrightfully thrown into the closet.
2. Mini-Lesson: Literature Circles w/ "All Summer in a Day"
--> Discussion Language:
Just what in the book makes you say that...
Can you show us where you got that idea...
Where's your evidence for that point....
Can you please prove it to us....
3. Literature Circles w/ "All Summer in a Day"
4.
5. Update your reading tracker
--> Read book of choice
--> Read Newsela
-- > Practice spelling
6. Independent Reading
7. Update reading tracker
1. Do Now:
a. Choose the following opinion that you agree with more. Then, find the one line from the text that you believe supports your opinion the strongest.
Opinion A: Margot was rightfully thrown into the closet..
Opinion B: Margot was unrightfully thrown into the closet.
2. Mini-Lesson: Literature Circles w/ "All Summer in a Day"
--> Discussion Language:
Just what in the book makes you say that...
Can you show us where you got that idea...
Where's your evidence for that point....
Can you please prove it to us....
3. Literature Circles w/ "All Summer in a Day"
4.
5. Update your reading tracker
--> Read book of choice
--> Read Newsela
-- > Practice spelling
6. Independent Reading
7. Update reading tracker
readers workshop
february 19, 2015
Breakfast + Watch Peer Pressuring Video
1. Do Now:
a. Think-pair-share:
How is peer-pressure used in "All Summer in a Day"? Use evidence to support your conclusions.
2. Mini-Lesson: Literature Circles w/ "All Summer in a Day"
-- > Review the steps to proving interpretations and justifying ideas with actual evidence
-- > Why?
Forces us to make valid interpretations.
Keeps us from interpreting something incorrectly.
Keeps us anchored in the text.
--> Discussion Language:
Just what in the book makes you say that...
Can you show us where you got that idea...
Where's your evidence for that point....
Can you please prove it to us....
3. Literature Circles w/ "All Summer in a Day"
1. Do Now:
a. Think-pair-share:
How is peer-pressure used in "All Summer in a Day"? Use evidence to support your conclusions.
2. Mini-Lesson: Literature Circles w/ "All Summer in a Day"
-- > Review the steps to proving interpretations and justifying ideas with actual evidence
-- > Why?
Forces us to make valid interpretations.
Keeps us from interpreting something incorrectly.
Keeps us anchored in the text.
--> Discussion Language:
Just what in the book makes you say that...
Can you show us where you got that idea...
Where's your evidence for that point....
Can you please prove it to us....
3. Literature Circles w/ "All Summer in a Day"
readers workshop
february 18, 2015
Breakfast + Watch Conflict Resolution Video
1. Do Now:
a. Think-pair-share:
How might conflict resolution be helpful when you are interacting with friends or other people online?
2. Turn back reading homework and discuss grades
3. Go to the computer lab
4. Complete the reflection and self-assessment
5. Update your reading tracker
--> Read book of choice
--> Read Newsela
-- > Practice spelling
6. Independent Reading
7. Update reading tracker
1. Do Now:
a. Think-pair-share:
How might conflict resolution be helpful when you are interacting with friends or other people online?
2. Turn back reading homework and discuss grades
3. Go to the computer lab
4. Complete the reflection and self-assessment
5. Update your reading tracker
--> Read book of choice
--> Read Newsela
-- > Practice spelling
6. Independent Reading
7. Update reading tracker
readers workshop
february 17, 2015
Breakfast + Watch Social Networking Video
1. Do Now:
a. Think-pair-share:
What is social networking?
b. With your reading partner, identify which parts of "Cassie's Profile" should not be included on her social networking site.
2. Discuss Read-O for this week and pass out graphic organizers
3. Mini-Lesson: Identifying My Reading Challenges
--> What does it mean to identify?
--> Brainstorm various reading challenges
--> Identify your reading challenge
-- > Create a S.M.A.R.T. goal to address it
4. Independent Reading
5. Update Reading Tracker
6. Close-read while creating Socratic comments on post-its
7. Update Reading Tracker
8. Partner Share
1. Do Now:
a. Think-pair-share:
What is social networking?
b. With your reading partner, identify which parts of "Cassie's Profile" should not be included on her social networking site.
2. Discuss Read-O for this week and pass out graphic organizers
3. Mini-Lesson: Identifying My Reading Challenges
--> What does it mean to identify?
--> Brainstorm various reading challenges
--> Identify your reading challenge
-- > Create a S.M.A.R.T. goal to address it
4. Independent Reading
5. Update Reading Tracker
6. Close-read while creating Socratic comments on post-its
7. Update Reading Tracker
8. Partner Share
readers workshop
february 13, 2015
Breakfast + Watch Cyberbullying Video
1. Do Now:
a. Think-pair-share: What is your biggest fear about cyberbullying?
2. Mini-Lesson: The Tiger Rising Socratic Seminar (Continued)
--> Discuss Socratic Seminar Scoring Guide
3. Socratic Seminar
--> Round 1
--> Debrief
--> Round 2
--> Debrief
1. Do Now:
a. Think-pair-share: What is your biggest fear about cyberbullying?
2. Mini-Lesson: The Tiger Rising Socratic Seminar (Continued)
--> Discuss Socratic Seminar Scoring Guide
3. Socratic Seminar
--> Round 1
--> Debrief
--> Round 2
--> Debrief
readers workshop
february 12, 2015
Breakfast + Watch Online Safety Video
1. Do Now:
a. Make a list of three or more things you learned about online safety in your notebook.
2. Mini-Lesson: The Tiger Rising Socratic Seminar
--> What is a Socratic Seminar?
--> Socratic Seminar Comment Types
--> Prepare Socratic Seminar Entrance Slip
3. Independent Reading
4. Update Reading Tracker
5. Close-read while taking notes
6. Update Reading Tracker
7. Partner Share
1. Do Now:
a. Make a list of three or more things you learned about online safety in your notebook.
2. Mini-Lesson: The Tiger Rising Socratic Seminar
--> What is a Socratic Seminar?
--> Socratic Seminar Comment Types
--> Prepare Socratic Seminar Entrance Slip
3. Independent Reading
4. Update Reading Tracker
5. Close-read while taking notes
6. Update Reading Tracker
7. Partner Share
readers workshop
february 11, 2015
Breakfast + Watch Digital Etiquette Video
1. Do Now:
a. Think-pair-share: What did you learn about digital etiquette from the Brainpop video?
2. Mini-Lesson: Reado Bingo (continued)
-Create reading folders
-Look through reading bingo
-Analyze a student exemplar
3. Update Reading Tracker
4. Independent Reading
5. Update Reading Tracker
6. Close-read while taking notes
7. Update Reading Tracker
1. Do Now:
a. Think-pair-share: What did you learn about digital etiquette from the Brainpop video?
2. Mini-Lesson: Reado Bingo (continued)
-Create reading folders
-Look through reading bingo
-Analyze a student exemplar
3. Update Reading Tracker
4. Independent Reading
5. Update Reading Tracker
6. Close-read while taking notes
7. Update Reading Tracker
readers workshop
february 10, 2015
Breakfast + Plan Party + Read Tiger Rising
1. Do Now:
a. Take out your reading book, reading folder, and a writing utencil.
b. Wait to receive your reading goal.
c. Take some silent reflection time: have you accomplished your goal in the last seven days? Why or why not?
2. Click here to complete the self-assessment
3. Update Reading Tracker
4. Independent Reading
5. Update Reading Tracker
6. Close-read while taking notes
7. Update Reading Tracker
1. Do Now:
a. Take out your reading book, reading folder, and a writing utencil.
b. Wait to receive your reading goal.
c. Take some silent reflection time: have you accomplished your goal in the last seven days? Why or why not?
2. Click here to complete the self-assessment
3. Update Reading Tracker
4. Independent Reading
5. Update Reading Tracker
6. Close-read while taking notes
7. Update Reading Tracker
readers workshop
february 9, 2015
Breakfast + Watch CNN News for Kids
1. Do Now:
a. In your reader's notebook, list the main-events of the climax of Tiger Rising.
2. Mini-Lesson: Reado Bingo
-Create reading folders
-Look through reading bingo
-Practice together reading Tiger Rising
3. Update Reading Tracker
4. Independent Reading
5. Update Reading Tracker
6. Close-read while taking notes
7. Update Reading Tracker
1. Do Now:
a. In your reader's notebook, list the main-events of the climax of Tiger Rising.
2. Mini-Lesson: Reado Bingo
-Create reading folders
-Look through reading bingo
-Practice together reading Tiger Rising
3. Update Reading Tracker
4. Independent Reading
5. Update Reading Tracker
6. Close-read while taking notes
7. Update Reading Tracker
readers workshop
february 6, 2015
Breakfast + Shane Koyczan: "To This Day" ... for the bullied and beautiful
1. Do Now:
a. Think-pair-share: When have you ever felt like a tiger in a cage? Describe your experience.
1. Do Now:
a. Think-pair-share: When have you ever felt like a tiger in a cage? Describe your experience.
2. Self-Assess Reading Log
a. Take out your reading log.
b. Count the number of pages you read this week. Put the total on the top of your reading log.
c. Read through the rubric. Carefully give yourself a score, based on what you have written on your reading log.
a. Take out your reading log.
b. Count the number of pages you read this week. Put the total on the top of your reading log.
c. Read through the rubric. Carefully give yourself a score, based on what you have written on your reading log.
3. Finish response to literature in groups.
4. Read one to two chapters from Tiger Rising
4. Read one to two chapters from Tiger Rising
readers workshop
february 5, 2015
Breakfast + Watch a video from CNN News
1. Do Now:
Write the following question down in your notebook:
a. What motivates Sistine to free the tiger?
2. Mini-Lesson: What Motivates Characters' Decisions
Agenda:
Read one chapter from the Tiger Rising
In groups, analyze evidence
Create a thesis
Create a "Say, Mean, Matter" chart as a team
3. Update Reading Tracker
4. Reading Challenge: I will continue to investigate the internal and external struggles of the character of my novel by asking myself, what motivates my character?
--> Small-group conferences
5. Update Reading Tracker
6. Close-read while taking notes
7. Update Reading Tracker
1. Do Now:
Write the following question down in your notebook:
a. What motivates Sistine to free the tiger?
2. Mini-Lesson: What Motivates Characters' Decisions
Agenda:
Read one chapter from the Tiger Rising
In groups, analyze evidence
Create a thesis
Create a "Say, Mean, Matter" chart as a team
3. Update Reading Tracker
4. Reading Challenge: I will continue to investigate the internal and external struggles of the character of my novel by asking myself, what motivates my character?
--> Small-group conferences
5. Update Reading Tracker
6. Close-read while taking notes
7. Update Reading Tracker
readers workshop
february 4, 2015
Breakfast + Watch a video from CNN News
1. Do Now:
Think-pair-share
a. Figure out the motivation in the following example:
I really wanted to get an A in Math, so I did extra practice at home each night.
b. What is a motivation?
2. Mini-Lesson: What Motivates Characters' Decisions
Choose the pink or orange questions:
a. Name a few of the issues that the characters in your story are dealing with, using some specific examples and citations from the text.
b. What does the author want us to think/feel/believe about the issues in this story?
a. What is motivating the main character’s decisions in your book?
b. Use specific pieces of evidence, examples and quotations from the text to support your answer.
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the character of my novel by asking myself, what motivates my character?
--> Small-group conferences
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
1. Do Now:
Think-pair-share
a. Figure out the motivation in the following example:
I really wanted to get an A in Math, so I did extra practice at home each night.
b. What is a motivation?
2. Mini-Lesson: What Motivates Characters' Decisions
Choose the pink or orange questions:
a. Name a few of the issues that the characters in your story are dealing with, using some specific examples and citations from the text.
b. What does the author want us to think/feel/believe about the issues in this story?
a. What is motivating the main character’s decisions in your book?
b. Use specific pieces of evidence, examples and quotations from the text to support your answer.
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the character of my novel by asking myself, what motivates my character?
--> Small-group conferences
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
readers workshop
february 3, 3015
Breakfast + Brainstorm: Have you ever experienced injustice? Have you ever seen someone else experience injustice?
1. Do Now:
a. When there are not more than 4 people next to the goal board, go take a look at the New Years resolutions your classmates set when we got back from school.
b. Try to find your New Years resolutions.
c. Think-pair-share: Have you accomplished your New Years resolution? Why or why not?
2. Mini-Lesson: Goal-Setting & Read Aloud Tiger Rising with an emphasis on the following close-reading question: What part of the story plot are we at? Why does it matter?
3. Update your reading tracker
4. Independent reading
5. Update your reading tracker
6. Partner Share
1. Do Now:
a. When there are not more than 4 people next to the goal board, go take a look at the New Years resolutions your classmates set when we got back from school.
b. Try to find your New Years resolutions.
c. Think-pair-share: Have you accomplished your New Years resolution? Why or why not?
2. Mini-Lesson: Goal-Setting & Read Aloud Tiger Rising with an emphasis on the following close-reading question: What part of the story plot are we at? Why does it matter?
3. Update your reading tracker
4. Independent reading
5. Update your reading tracker
6. Partner Share
readers workshop
february 2, 2015
Breakfast + Read and discuss the following precept aloud with your reading partner. What do you and your partner think this precept means?
“Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.”
~ Martin Luther King, Jr.
1. Do Now:
a. Put your heading on your reading log and put it away into your folder.
b. When there are not more than 4 people next to the goal board, go take a look at the New Years resolutions your classmates set when we got back from school.
c. Try to find your New Years resolutions.
d. Think-pair-share: Have you accomplished your New Years resolution? Why or why not?
2. Mini-Lesson: Thinking Deeper about Conflict Through Questioning (Continued)
3. Update your reading tracker
4. Independent reading
5. Update your reading tracker
6. Goal-Setting
“Injustice anywhere is a threat to justice everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly.”
~ Martin Luther King, Jr.
1. Do Now:
a. Put your heading on your reading log and put it away into your folder.
b. When there are not more than 4 people next to the goal board, go take a look at the New Years resolutions your classmates set when we got back from school.
c. Try to find your New Years resolutions.
d. Think-pair-share: Have you accomplished your New Years resolution? Why or why not?
2. Mini-Lesson: Thinking Deeper about Conflict Through Questioning (Continued)
3. Update your reading tracker
4. Independent reading
5. Update your reading tracker
6. Goal-Setting
readers workshop
january 30, 2015
Breakfast + 1. Do Now:
a. Take out your reading log.
b. Count the number of pages you read this week. Put the total on the top of your reading log.
c. Read through the rubric. Carefully give yourself a score, based on what you have written on your reading log.
2. Go to the computer lab
4. Please complete the self-assessment by clicking here
5. Update your reading tracker
6. Independent reading
Options:
a. Click here to get ideas for books to read by selecting and reading some book reviews.
b. Read an article on Newsela
c. Read your book
d. Go on IXL to review C.U.P.S.
7. Update your reading tracker
a. Take out your reading log.
b. Count the number of pages you read this week. Put the total on the top of your reading log.
c. Read through the rubric. Carefully give yourself a score, based on what you have written on your reading log.
2. Go to the computer lab
4. Please complete the self-assessment by clicking here
5. Update your reading tracker
6. Independent reading
Options:
a. Click here to get ideas for books to read by selecting and reading some book reviews.
b. Read an article on Newsela
c. Read your book
d. Go on IXL to review C.U.P.S.
7. Update your reading tracker
readers workshop
january 29, 2015
Breakfast + Conflict in Literature Video
1. Do Now:
a. In your reader's notebook, finish the following thoughts.
i. A conflict that is happening in my book is...
ii. I predict the conflict will be resolved (or fixed) by...
2. Mini-Lesson: Thinking Deeper About Conflict through Questioning
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the protaganist of my novel.
--> Small-group conferences/ Reading Assessments
-- > Spelling Practice (look below for button)
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
1. Do Now:
a. In your reader's notebook, finish the following thoughts.
i. A conflict that is happening in my book is...
ii. I predict the conflict will be resolved (or fixed) by...
2. Mini-Lesson: Thinking Deeper About Conflict through Questioning
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the protaganist of my novel.
--> Small-group conferences/ Reading Assessments
-- > Spelling Practice (look below for button)
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
readers workshop
january 28, 2015
Breakfast + Read Aloud Tiger Rising
1. Do Now:
a. Think back to what has happened in Tiger Rising yesterday and today using your memory and your notes.
b. Write a prediction for what you think will happen next.
2. Mini-Lesson: Distinguishing between an Internal and an External Conflict (Continued)
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the protaganist of my novel.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
1. Do Now:
a. Think back to what has happened in Tiger Rising yesterday and today using your memory and your notes.
b. Write a prediction for what you think will happen next.
2. Mini-Lesson: Distinguishing between an Internal and an External Conflict (Continued)
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the protaganist of my novel.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
readers workshop
january 27, 2015
Breakfast + Watch a video from CNN News
1. Do Now:
a. Read the following examples of conflicts from Tiger Rising. Decide with your partner which conflict is internal and which conflict is external.
i. Rob is feeling depressed that his mom has passed away and that his dad requires him not to talk about it.
ii. Beauchamp is driving dangerously to go see about the tiger.
2. Mini-Lesson: Distinguishing between an Internal and an External Conflict
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the protaganist of my novel.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
1. Do Now:
a. Read the following examples of conflicts from Tiger Rising. Decide with your partner which conflict is internal and which conflict is external.
i. Rob is feeling depressed that his mom has passed away and that his dad requires him not to talk about it.
ii. Beauchamp is driving dangerously to go see about the tiger.
2. Mini-Lesson: Distinguishing between an Internal and an External Conflict
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the protaganist of my novel.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
readers workshop
january 26, 2015
Breakfast + Watch a video from Kids Should See This
1. Do Now:
a. What is a conflict?
b. Interview your new reading partner by asking them the following questions.
i. What is a conflict?
ii. Have you had any conflicts in the last month? Explain.
iii. Have the conflicts between internal or external? Explain.
2. Class Business: Pass out reading logs
3. Mini-Lesson: What is an Internal and an External Conflict?
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the protaganist of my novel.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
1. Do Now:
a. What is a conflict?
b. Interview your new reading partner by asking them the following questions.
i. What is a conflict?
ii. Have you had any conflicts in the last month? Explain.
iii. Have the conflicts between internal or external? Explain.
2. Class Business: Pass out reading logs
3. Mini-Lesson: What is an Internal and an External Conflict?
4. Update Reading Tracker
5. Reading Challenge: I will continue to investigate the internal and external struggles of the protaganist of my novel.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
7. Close-read while taking notes
8. Update Reading Tracker
readers workshop
january 23, 2015
Breakfast + Watch PS 22 Chorus
1. Do Now:
a. Take out your reading log.
b. Count the number of pages you read this week. Put the total on the top of your reading log.
c. Read through the rubric. Carefully give yourself a score, based on what you have written on your reading log.
2. Discuss grade-level to letter reading level correspondence
3. Go to the computer lab
4. Please complete the self-assessment by clicking here
5. Update your reading tracker
6. Independent reading (you may read on Newsela or your independent reading book at this time)
7. Update your reading tracker
1. Do Now:
a. Take out your reading log.
b. Count the number of pages you read this week. Put the total on the top of your reading log.
c. Read through the rubric. Carefully give yourself a score, based on what you have written on your reading log.
2. Discuss grade-level to letter reading level correspondence
3. Go to the computer lab
4. Please complete the self-assessment by clicking here
5. Update your reading tracker
6. Independent reading (you may read on Newsela or your independent reading book at this time)
7. Update your reading tracker
readers workshop
january 22, 2015
Breakfast + Watch PS 22 Chorus
1. Do Now:
a. Take out your reading log, reading book, and readers notebook.
b. With your reading partner, discuss what happened in our reading of Tiger Rising yesterday.
c. What is Rob's major conflict at this point?
d. What do you think he will choose do to about this conflict?
2. Mini-Lesson: Investigating Characters for their Internal and External Struggle
-Close-Read Tiger Rising
L through Q readers:
What struggle(s) is the main character going through internally and externally?
R through W readers:
What struggle(s) is the main character going through internally and externally?
What importance might the setting and objects have on the mood of the chapter?
4. Update Reading Tracker
5. Reading Challenge: I will notice how main character struggles both internally and externally in my independent reading book.
--> Check students reading trackers to make sure they are challenging books at their reading level
-- > Complete reading level re-assessments
6. Update Reading Tracker
6. Finish or extend on your exit slip
a. Who is the narrator of your book? Is he or she a character in the story or outside of the story?
b. What is the point-of-view of your book?
c. What does the author of your book want you to see by writing the book in this point-of-view?
d. L through Q readers:
What struggle(s) is the main character going through internally and externally?
R through W readers:
What struggle(s) is the main character going through internally and externally?
What importance might the setting and objects have on the mood of the chapter?
1. Do Now:
a. Take out your reading log, reading book, and readers notebook.
b. With your reading partner, discuss what happened in our reading of Tiger Rising yesterday.
c. What is Rob's major conflict at this point?
d. What do you think he will choose do to about this conflict?
2. Mini-Lesson: Investigating Characters for their Internal and External Struggle
-Close-Read Tiger Rising
L through Q readers:
What struggle(s) is the main character going through internally and externally?
R through W readers:
What struggle(s) is the main character going through internally and externally?
What importance might the setting and objects have on the mood of the chapter?
4. Update Reading Tracker
5. Reading Challenge: I will notice how main character struggles both internally and externally in my independent reading book.
--> Check students reading trackers to make sure they are challenging books at their reading level
-- > Complete reading level re-assessments
6. Update Reading Tracker
6. Finish or extend on your exit slip
a. Who is the narrator of your book? Is he or she a character in the story or outside of the story?
b. What is the point-of-view of your book?
c. What does the author of your book want you to see by writing the book in this point-of-view?
d. L through Q readers:
What struggle(s) is the main character going through internally and externally?
R through W readers:
What struggle(s) is the main character going through internally and externally?
What importance might the setting and objects have on the mood of the chapter?
readers workshop
january 21, 2015
Breakfast + Move Into New Seating Chart
1. Do Now:
a. Take a look at the excerpt from Diary of a Wimpy Kid.
b. With your new table partners, discuss your knowledge of the following questions
i. Who is the narrator of this book? Is he or she a character in the story or outside of the story?
ii. What is the point-of-view of this book?
iii. What does the author of this book want you to see by writing the book in this point-of-view?
2. Mini-Lesson: The Power of Point of View (continued)
-Close-Read Tiger Rising
L through Q readers: What struggle(s) is the main character going through internally and externally?
R through W readers: What struggle(s) is the main character going through internally and externally? What importance might the setting and objects have on the mood of the chapter?
4. Update Reading Tracker
5. Reading Challenge: I will notice how the author develops the struggles of the main character in the text.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
6. Finish or extend on your exit slip
a. Who is the narrator of your book? Is he or she a character in the story or outside of the story?
b. What is the point-of-view of your book?
c. What does the author of your book want you to see by writing the book in this point-of-view?
d. L through Q readers: What struggle(s) is the main character going through internally and externally?
R through W readers: What struggle(s) is the main character going through internally and externally? What importance might the setting and objects have on the mood of the chapter?
1. Do Now:
a. Take a look at the excerpt from Diary of a Wimpy Kid.
b. With your new table partners, discuss your knowledge of the following questions
i. Who is the narrator of this book? Is he or she a character in the story or outside of the story?
ii. What is the point-of-view of this book?
iii. What does the author of this book want you to see by writing the book in this point-of-view?
2. Mini-Lesson: The Power of Point of View (continued)
-Close-Read Tiger Rising
L through Q readers: What struggle(s) is the main character going through internally and externally?
R through W readers: What struggle(s) is the main character going through internally and externally? What importance might the setting and objects have on the mood of the chapter?
4. Update Reading Tracker
5. Reading Challenge: I will notice how the author develops the struggles of the main character in the text.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
6. Finish or extend on your exit slip
a. Who is the narrator of your book? Is he or she a character in the story or outside of the story?
b. What is the point-of-view of your book?
c. What does the author of your book want you to see by writing the book in this point-of-view?
d. L through Q readers: What struggle(s) is the main character going through internally and externally?
R through W readers: What struggle(s) is the main character going through internally and externally? What importance might the setting and objects have on the mood of the chapter?
readers workshop
january 20, 2015
Breakfast + Watch the music video of Selma by John Legend Featuring Common
1. Do Now:
a. What are your reactions to this video?
b. Use the following sentence starters to discuss with your reading partner:
i. I feel...
ii. I'm surprised that...
iii. I wonder why...
2. Class Business: Pass out reading logs and share grades
3. Mini-Lesson: The Power of Point of View (continued)
-Read Kate Dicamillo's Essay on Writing
4. Update Reading Tracker
5. Reading Challenge: I will notice how the author develops the point of view of the narrator or speaker in the text.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
6. Exit Slip:
a. On the given index card, explain what point of view your book is is written in.
b. Give evidence of how the author writes in this point of view.
1. Do Now:
a. What are your reactions to this video?
b. Use the following sentence starters to discuss with your reading partner:
i. I feel...
ii. I'm surprised that...
iii. I wonder why...
2. Class Business: Pass out reading logs and share grades
3. Mini-Lesson: The Power of Point of View (continued)
-Read Kate Dicamillo's Essay on Writing
4. Update Reading Tracker
5. Reading Challenge: I will notice how the author develops the point of view of the narrator or speaker in the text.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
6. Exit Slip:
a. On the given index card, explain what point of view your book is is written in.
b. Give evidence of how the author writes in this point of view.
readers workshop
january 14, 2015
Breakfast + Review of Tiger Rising
1. Do Now:
a. Think-pair-share:
What is the book (or books) you are reading now?
How long are the chapters?
Do the chapter lengths work for you or not? Why?
2. Class Business: Grading of Winter Break Homework
3. Mini-Lesson: The Power of Point of View
4. Update Reading Tracker
5. Reading Challenge: I will notice how the author develops the point of view of the narrator or speaker in the text.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
6. Partner Share
1. Do Now:
a. Think-pair-share:
What is the book (or books) you are reading now?
How long are the chapters?
Do the chapter lengths work for you or not? Why?
2. Class Business: Grading of Winter Break Homework
3. Mini-Lesson: The Power of Point of View
4. Update Reading Tracker
5. Reading Challenge: I will notice how the author develops the point of view of the narrator or speaker in the text.
--> Small-group conferences
-- > Spelling Practice
6. Update Reading Tracker
6. Partner Share
readers workshop
january 15, 2015
Breakfast + Brainpop Video on Point of View
1. Do Now:
a. Think-pair-share:
Who is the narrator of the book you are reading in Readers Workshop?
What is the point of view of the story?
2. Class Business: Reading Log Check
3. Mini-Lesson: The Power of Point of View (Continued)
4. Update Reading Tracker
5. Reading Challenge: I will notice how the author develops the point of view of the narrator or speaker in the text.
--> Small-group conferences
--> Spelling practice
6. Update Reading Tracker
6. Partner Share
1. Do Now:
a. Think-pair-share:
Who is the narrator of the book you are reading in Readers Workshop?
What is the point of view of the story?
2. Class Business: Reading Log Check
3. Mini-Lesson: The Power of Point of View (Continued)
4. Update Reading Tracker
5. Reading Challenge: I will notice how the author develops the point of view of the narrator or speaker in the text.
--> Small-group conferences
--> Spelling practice
6. Update Reading Tracker
6. Partner Share
readers workshop
january 16, 2015
Breakfast + Brainpop Video on Sculpture
1. Do Now:
a. Go back and forth think-pair-sharing your answers to the following question until you have run out of ideas:
What did you learn about sculpture from the Brainpop video?
2. Class Business: Self-Assess and collect reading logs
3. Mini-Lesson: Living in Rob's Shoes; Seeing through his Point of View
4. Sculpture time!!!
1. Do Now:
a. Go back and forth think-pair-sharing your answers to the following question until you have run out of ideas:
What did you learn about sculpture from the Brainpop video?
2. Class Business: Self-Assess and collect reading logs
3. Mini-Lesson: Living in Rob's Shoes; Seeing through his Point of View
4. Sculpture time!!!
Readers Workshop
January 13, 2015
Breakfast + Review of Tiger Rising
1. Do Now:
a. Take out your Say, Mean, Matter chart that you created over Winter Break.
b. Think-pair-share:
What is the book (or books) you are reading now?
How long are the chapters?
Do the chapter lengths work for you or not? Why?
2. Go to the computer lab
Materials needed: Your Say, Mean, Matter Chart and your New Years Resolutions
4. Click here to input your Semester 2 Reflection Form
5. When you finish:
Update your reading tracker and read independently
1. Do Now:
a. Take out your Say, Mean, Matter chart that you created over Winter Break.
b. Think-pair-share:
What is the book (or books) you are reading now?
How long are the chapters?
Do the chapter lengths work for you or not? Why?
2. Go to the computer lab
Materials needed: Your Say, Mean, Matter Chart and your New Years Resolutions
4. Click here to input your Semester 2 Reflection Form
5. When you finish:
Update your reading tracker and read independently
readers workshop
January 12, 2015
Breakfast + Kid President on New Years Resolutions + Pass out Reading Logs
1. Do Now:
a. You will be using your Say, Mean, Matter chart that you created over Winter Break tomorrow in class, so don't worry about taking it out just yet.
b. Think-pair-share:
What was the best part of your Winter Break? What was the worst part?
c. When you are done, come up with a list of three ways you showed you were listening during the think-pair-share.
2. Mini-Lesson: Creating New Years Resolutions/ 2nd Semester Goals
3. Create an academic, social and personal New Resolutions/ 2nd Semester Goals
4. Read-Aloud: Tiger Rising
1. Do Now:
a. You will be using your Say, Mean, Matter chart that you created over Winter Break tomorrow in class, so don't worry about taking it out just yet.
b. Think-pair-share:
What was the best part of your Winter Break? What was the worst part?
c. When you are done, come up with a list of three ways you showed you were listening during the think-pair-share.
2. Mini-Lesson: Creating New Years Resolutions/ 2nd Semester Goals
3. Create an academic, social and personal New Resolutions/ 2nd Semester Goals
4. Read-Aloud: Tiger Rising
readers workshop
december 19, 2014
Breakfast + Review of the Winter Showcase!
1. Do Now:
a. Take out your reading log.
b. Please calculate how many pages you read this week and write the total on the top of the log.
c. Next, use the rubric to grade yourself on your reading this week.
2. Go to the computer lab
3. Please complete the self-assessment by clicking here
4. When you are done, you may use any website found on the Weebly.
1. Do Now:
a. Take out your reading log.
b. Please calculate how many pages you read this week and write the total on the top of the log.
c. Next, use the rubric to grade yourself on your reading this week.
2. Go to the computer lab
3. Please complete the self-assessment by clicking here
4. When you are done, you may use any website found on the Weebly.
readers workshop
december 18, 2014
Breakfast + If I Should Have a Daughter Ted Talk by Sarah Kay (Continued)
1. Do Now:
a. Take out your reading book.
b. Please think back to all the books you have checked out of the library this semester. Are there any books you have in your backpack or at home that need to be returned?
c. Make a list in your reader's notebook of all the books you need to return.
3. Explain and ask questions about Winter Break homework
4. Update Reading Tracker
7. Reading Challenge: I accomplish my reading goal by capturing evidence in my reader's notebook to prepare for tomorrow's self-assessment.
--> Small-group conferences
8. Update Reading Tracker
9. Partner Share
1. Do Now:
a. Take out your reading book.
b. Please think back to all the books you have checked out of the library this semester. Are there any books you have in your backpack or at home that need to be returned?
c. Make a list in your reader's notebook of all the books you need to return.
3. Explain and ask questions about Winter Break homework
4. Update Reading Tracker
7. Reading Challenge: I accomplish my reading goal by capturing evidence in my reader's notebook to prepare for tomorrow's self-assessment.
--> Small-group conferences
8. Update Reading Tracker
9. Partner Share
readers workshop
december 17, 2014
Breakfast + If I Should Have a Daughter Ted Talk by Sarah Kay
1. Do Now:
a. Take out your reading book.
b. Think-pair-share:
a. What does rain symbolize in Sarah Kay's poem?
3. Mini-Lesson: Attending to the Objects and the Symbols that Reveal Characters using a "Say, Mean, Matter" Chart
4. Update Reading Tracker
7. Reading Challenge: I will independently read while keeping my theory of my character in my mind. I will attend to objects and symbols that reveal theories about my character.
--> Small-group conferences
8. Update Reading Tracker
1. Do Now:
a. Take out your reading book.
b. Think-pair-share:
a. What does rain symbolize in Sarah Kay's poem?
3. Mini-Lesson: Attending to the Objects and the Symbols that Reveal Characters using a "Say, Mean, Matter" Chart
4. Update Reading Tracker
7. Reading Challenge: I will independently read while keeping my theory of my character in my mind. I will attend to objects and symbols that reveal theories about my character.
--> Small-group conferences
8. Update Reading Tracker
readers workshop
december 16, 2014
Breakfast + Select and Watch an Impressive TED Talk by a Kid
1. Do Now:
a. Take out your reading book.
b. Think about the following prompt:
If you were Rob's father in Tiger Rising how would you feel about Rob?
Tip:
If I were Rob's father, I would feel .... toward Rob because....
2. Mini-Lesson: Seeing Characters Through the Eyes of Others
4. Update Reading Tracker
7. Reading Challenge: I will put myself in the secondary characters' shoes to envision how they act toward the main character in order to discover revealing information.
--> Small-group conferences
---> Spelling practice
8. Update Reading Tracker
9. Partner Share
1. Do Now:
a. Take out your reading book.
b. Think about the following prompt:
If you were Rob's father in Tiger Rising how would you feel about Rob?
Tip:
If I were Rob's father, I would feel .... toward Rob because....
2. Mini-Lesson: Seeing Characters Through the Eyes of Others
4. Update Reading Tracker
7. Reading Challenge: I will put myself in the secondary characters' shoes to envision how they act toward the main character in order to discover revealing information.
--> Small-group conferences
---> Spelling practice
8. Update Reading Tracker
9. Partner Share
readers workshop
december 15, 2014
Breakfast + Select and Watch an Impressive TED Talk by a Kid
1. Do Now:
a. Take out your reading book and put your reading log away safely in your folder.
b. How does the speaker of the TED talk grab the attention of his/her audience?
2. Update Reading Tracker
3. Reading Challenge: Provide evidence of your individual goals in your readers notebooks.
--> Small-group conferences
-- > Spelling Practice
4. Update Reading Tracker
5. Provide evidence.
1. Do Now:
a. Take out your reading book and put your reading log away safely in your folder.
b. How does the speaker of the TED talk grab the attention of his/her audience?
2. Update Reading Tracker
3. Reading Challenge: Provide evidence of your individual goals in your readers notebooks.
--> Small-group conferences
-- > Spelling Practice
4. Update Reading Tracker
5. Provide evidence.
readers workshop
december 12, 2014
Who is Malala?
Breakfast + Malala's Nobel Laureate Acceptance Speech
1. Do Now:
a. Take out your reading book.
b. Think-pair-share:
What do you know as a reader that you didn't do before sixth grade?
3. Mini-Lesson: Attending to the Objects that Reveal Characters
4. Update Reading Tracker
7. Reading Challenge: I will independently read while keeping my theory of my character in my mind. I will attend to objects that reveal theories about my character.
--> Small-group conferences
8. Update Reading Tracker
Breakfast + Malala's Nobel Laureate Acceptance Speech
1. Do Now:
a. Take out your reading book.
b. Think-pair-share:
What do you know as a reader that you didn't do before sixth grade?
3. Mini-Lesson: Attending to the Objects that Reveal Characters
4. Update Reading Tracker
7. Reading Challenge: I will independently read while keeping my theory of my character in my mind. I will attend to objects that reveal theories about my character.
--> Small-group conferences
8. Update Reading Tracker
readers workshop
december 10, 2014
Breakfast + Ted Talk
1. Do Now:
a. Take out your reading book.
b. Think-pair-share:
What do you know as a reader that you didn't do before sixth grade?
3. Goal-Setting
4. Update Reading Tracker
7. Reading Challenge: I will independently read while keeping my theory of my character in my mind. I will expect my theory to get challenged, and I will grow ideas, like conversations in my mind about many aspects of the character.
--> Small-group conferences
8. Update Reading Tracker
1. Do Now:
a. Take out your reading book.
b. Think-pair-share:
What do you know as a reader that you didn't do before sixth grade?
3. Goal-Setting
4. Update Reading Tracker
7. Reading Challenge: I will independently read while keeping my theory of my character in my mind. I will expect my theory to get challenged, and I will grow ideas, like conversations in my mind about many aspects of the character.
--> Small-group conferences
8. Update Reading Tracker
readers workshop
december 9, 2014
Breakfast + Finish Ted Talk
1. Do Now:
a. Take out your reading book.
b. Think-pair-share:
What do you wonder about Rob at this point in The Tiger Rising? What about Sistine?
What do you hope happens to Rob and Sistine?
3. Mini-Lesson: Expecting Complications in Characters (continued)
Practice inferring: making a guess about something in the text that isn't obviously/ explicitly stated.
4. Update Reading Tracker
7. Reading Challenge: I will independently read while keeping my theory of my character in my mind. I will expect my theory to get challenged, and I will grow ideas, like conversations in my mind about many aspects of the character.
--> Small-group conferences
8. Update Reading Tracker
9. Goal-Setting
1. Do Now:
a. Take out your reading book.
b. Think-pair-share:
What do you wonder about Rob at this point in The Tiger Rising? What about Sistine?
What do you hope happens to Rob and Sistine?
3. Mini-Lesson: Expecting Complications in Characters (continued)
Practice inferring: making a guess about something in the text that isn't obviously/ explicitly stated.
4. Update Reading Tracker
7. Reading Challenge: I will independently read while keeping my theory of my character in my mind. I will expect my theory to get challenged, and I will grow ideas, like conversations in my mind about many aspects of the character.
--> Small-group conferences
8. Update Reading Tracker
9. Goal-Setting
readers workshop
december 8, 2014
Breakfast + Ted Talk
1. Do Now:
a. Take out your reading book.
b. Put your new reading log in your folder.
c. Think-pair-share:
Think of a time when your best friend or family member did something you didn't expect them to do. Share this time with your reading partner.
Extension: What theory do you have about why they did what they did?
3. Mini-Lesson: Expecting Complications in Characters
- Reading Reading Logs:
What actions does this log suggest the reader has or has not been doing?
What choices do I see the reader making?
What theories can I grow about this reader from considering the reader's actions and choices?
4. Update Reading Tracker
7. Independent Reading with a Specific Purpose
Small-group conferences
8. Update Reading Tracker
9. Goal-Setting
1. Do Now:
a. Take out your reading book.
b. Put your new reading log in your folder.
c. Think-pair-share:
Think of a time when your best friend or family member did something you didn't expect them to do. Share this time with your reading partner.
Extension: What theory do you have about why they did what they did?
3. Mini-Lesson: Expecting Complications in Characters
- Reading Reading Logs:
What actions does this log suggest the reader has or has not been doing?
What choices do I see the reader making?
What theories can I grow about this reader from considering the reader's actions and choices?
4. Update Reading Tracker
7. Independent Reading with a Specific Purpose
Small-group conferences
8. Update Reading Tracker
9. Goal-Setting
readers workshop
december 5, 2014
1. Breakfast + TED Talk
2. Do Now:
Take out your reading log. Calculate how many pages you read this week on your reading log. Give yourself a grade using the rubric below and write one sentence explaining why you deserve that grade.
2. Do Now:
Take out your reading log. Calculate how many pages you read this week on your reading log. Give yourself a grade using the rubric below and write one sentence explaining why you deserve that grade.
3. Go to the computer lab
4. Take the End of Week Reflection and Self-Assessment by clicking here
5. Update your reading tracker
6. Independent reading (you may read on Newsela or your independent reading book at this time)
7. Update your reading tracker
8. Go back to the classroom to drop off your notebooks before heading to Council.
4. Take the End of Week Reflection and Self-Assessment by clicking here
5. Update your reading tracker
6. Independent reading (you may read on Newsela or your independent reading book at this time)
7. Update your reading tracker
8. Go back to the classroom to drop off your notebooks before heading to Council.
readers workshop
december 4, 2014
1. Pass out Notebooks + Breakfast + CNN Student News
2. Do Now:
a. Brainstorm your thoughts on the following question:
What makes someone popular?
Why do some people have more friends than others?
2. Mini-Lesson: Developing Nuanced Theories about Characters
3. Update Reading Tracker
4. Independent Reading with a Specific Purpose to Achieve Reading Goal
Small-group conferences
5. Update Reading Tracker
6. Partner Share
2. Do Now:
a. Brainstorm your thoughts on the following question:
What makes someone popular?
Why do some people have more friends than others?
2. Mini-Lesson: Developing Nuanced Theories about Characters
3. Update Reading Tracker
4. Independent Reading with a Specific Purpose to Achieve Reading Goal
Small-group conferences
5. Update Reading Tracker
6. Partner Share
readers workshop
december 3, 2014
1. Pass out Notebooks + Breakfast + Kid President
2. Do Now:
a. Think back to Norton and Billie Threemonger's actions in Chapter 2 ofTiger Rising.
b. Look to Bily Threemonger's speech in the following citation:
' "Hey," said Billy Threemonger, "you know what? This ain't Kentucky. This is Florida." '
c. What does his speech tell us about his character?
2. Mini-Lesson: Talking to Grow Theories About Characters (Continued)
3. Update Reading Tracker
4. Independent Reading with a Specific Purpose to Achieve Readng Goal
Small-group conferences
5. Update Reading Tracker
6. Partner Share
2. Do Now:
a. Think back to Norton and Billie Threemonger's actions in Chapter 2 ofTiger Rising.
b. Look to Bily Threemonger's speech in the following citation:
' "Hey," said Billy Threemonger, "you know what? This ain't Kentucky. This is Florida." '
c. What does his speech tell us about his character?
2. Mini-Lesson: Talking to Grow Theories About Characters (Continued)
3. Update Reading Tracker
4. Independent Reading with a Specific Purpose to Achieve Readng Goal
Small-group conferences
5. Update Reading Tracker
6. Partner Share
1. Do Now:
a. Take out your reading book.
b. Open your reader's notebook to a new page. Fold the next blank page down, and create a title page for the book "Tiger Rising".
3. Breakfast + Draw either the symbol of the suitcase or the Texas Star in your notebooks. Include details or text that show what the symbol means.
4. Mini-Lesson: Talking to Grow Theories About Characters
6. Update Reading Tracker
7. Independent Reading with a Specific Purpose
Small-group conferences
8. Update Reading Tracker
9. Partner Share
a. Take out your reading book.
b. Open your reader's notebook to a new page. Fold the next blank page down, and create a title page for the book "Tiger Rising".
3. Breakfast + Draw either the symbol of the suitcase or the Texas Star in your notebooks. Include details or text that show what the symbol means.
4. Mini-Lesson: Talking to Grow Theories About Characters
6. Update Reading Tracker
7. Independent Reading with a Specific Purpose
Small-group conferences
8. Update Reading Tracker
9. Partner Share
readers workshop
December 1, 2014
1. Do Now:
a. Take out your reading book.
b. Put your new reading log in your folder.
c. Think-pair-share:
What was your rose and thorn of Thanksgiving Break?
3. Breakfast with rose and thorn sharing
4. Goal-Setting:
a. With your reading partner, discuss if you accomplished your S.M.A.R.T. goal from two weeks ago or not.
b. Think about how you want to grow as a reader this week.
c. Start brainstorming what your S.M.A.R.T. goal will be this week.
5. Mini-Lesson: Achieving my Goal, One Readers Workshop At A Time
6. Update Reading Tracker
7. Independent Reading with a Specific Purpose
Small-group conferences
8. Update Reading Tracker
9. Partner Share
a. Take out your reading book.
b. Put your new reading log in your folder.
c. Think-pair-share:
What was your rose and thorn of Thanksgiving Break?
3. Breakfast with rose and thorn sharing
4. Goal-Setting:
a. With your reading partner, discuss if you accomplished your S.M.A.R.T. goal from two weeks ago or not.
b. Think about how you want to grow as a reader this week.
c. Start brainstorming what your S.M.A.R.T. goal will be this week.
5. Mini-Lesson: Achieving my Goal, One Readers Workshop At A Time
6. Update Reading Tracker
7. Independent Reading with a Specific Purpose
Small-group conferences
8. Update Reading Tracker
9. Partner Share
readers workshop
november 21, 2014
1. Do Now:
a. Brainstorm with your partner: What are five things you are thankful for?
2. Breakfast + Turn in Reading Log
3. Go to the computer lab
4. Take the End of Week Reflection and Self-Assessment by clicking here
5. Update your reading tracker
6. Independent reading (you may read on Newsela or your independent reading book at this time)
7. Update your reading tracker
8. Go back to the classroom to drop off your notebooks before heading to Council.
a. Brainstorm with your partner: What are five things you are thankful for?
2. Breakfast + Turn in Reading Log
3. Go to the computer lab
4. Take the End of Week Reflection and Self-Assessment by clicking here
5. Update your reading tracker
6. Independent reading (you may read on Newsela or your independent reading book at this time)
7. Update your reading tracker
8. Go back to the classroom to drop off your notebooks before heading to Council.
readers workshop
november 20, 2014
1. Do Now:
a. Brainstorm with your partner: What is a logo? What is your favorite logo? Why?
2. Breakfast + Logo Prezi
3. Mini-Lesson: Fishbowl Discussion on An Absolutely True Diary of a Part-Time Indian
4. Update Reading Tracker
5. Independent Reading + Small-Group Conferences
6. Update Reading Tracker
7. Partner Share
a. Brainstorm with your partner: What is a logo? What is your favorite logo? Why?
2. Breakfast + Logo Prezi
3. Mini-Lesson: Fishbowl Discussion on An Absolutely True Diary of a Part-Time Indian
4. Update Reading Tracker
5. Independent Reading + Small-Group Conferences
6. Update Reading Tracker
7. Partner Share
readers workshop
november 19, 2014
1. Do Now:
a. We will soon watch an interview with Caine at the USC School of Business.
b. Caine is an entrepreneur. Read through all the synonyms of entrepreneur to get a better understanding of what an entrepreneur is.
entrepreneur (noun)
Synonyms: businessman/businesswoman, enterpriser, speculator, tycoon, magnate, mogul; dealer, trader, dealmaker; promoter, impresario; informal wheeler-dealer, whiz kid, mover and shaker, go-getter, high flyer, hustler, idea man/person.
2. Breakfast + Interview with Caine at the USC Marshall School of Business
3. Mini-Lesson: Deepening my Partner Share
4. Update Reading Tracker
5. Independent Reading + Small-Group Conferences
6. Update Reading Tracker
7. Partner Share
a. We will soon watch an interview with Caine at the USC School of Business.
b. Caine is an entrepreneur. Read through all the synonyms of entrepreneur to get a better understanding of what an entrepreneur is.
entrepreneur (noun)
Synonyms: businessman/businesswoman, enterpriser, speculator, tycoon, magnate, mogul; dealer, trader, dealmaker; promoter, impresario; informal wheeler-dealer, whiz kid, mover and shaker, go-getter, high flyer, hustler, idea man/person.
2. Breakfast + Interview with Caine at the USC Marshall School of Business
3. Mini-Lesson: Deepening my Partner Share
4. Update Reading Tracker
5. Independent Reading + Small-Group Conferences
6. Update Reading Tracker
7. Partner Share
readers workshop
november 18, 2014
1. Do Now:
a. To prepare for the librarian's visit, please think of one or more questions you would like answered about the Los Angeles Public Library and their offerings.
3. Breakfast with Caine's Arcade
4. Visit from the Librarian
5. Update Reading Tracker
6. Independent Reading with a Specific Purpose
Small-group mini-lesson: Tracking the Story, One Paragraph at a Time
7. Update Reading Tracker
8. Partner Share
a. To prepare for the librarian's visit, please think of one or more questions you would like answered about the Los Angeles Public Library and their offerings.
3. Breakfast with Caine's Arcade
4. Visit from the Librarian
5. Update Reading Tracker
6. Independent Reading with a Specific Purpose
Small-group mini-lesson: Tracking the Story, One Paragraph at a Time
7. Update Reading Tracker
8. Partner Share
readers workshop
november 17, 2014
1. Do Now:
a. Take out your reading book.
b. Put your new reading log in your folder.
c. Think-pair-share:
What did you like about The Absolutely True Diary of a Part-Time Indian?
3. Breakfast with Caine's Arcade
4. Goal-Setting:
a. With your reading partner, discuss if you accomplished your S.M.A.R.T. goal from last week or not.
b. Think about how you want to grow as a reader this week.
c. Start brainstorming what your S.M.A.R.T. goal will be this week.
5. Mini-Lesson: Using Evidence to Support Opinions about Characters
6. Update Reading Tracker
7. Independent Reading with a Specific Purpose
Small-group mini-lesson: Tracking the Story, One Paragraph at a Time
8. Update Reading Tracker
9. Partner Share
a. Take out your reading book.
b. Put your new reading log in your folder.
c. Think-pair-share:
What did you like about The Absolutely True Diary of a Part-Time Indian?
3. Breakfast with Caine's Arcade
4. Goal-Setting:
a. With your reading partner, discuss if you accomplished your S.M.A.R.T. goal from last week or not.
b. Think about how you want to grow as a reader this week.
c. Start brainstorming what your S.M.A.R.T. goal will be this week.
5. Mini-Lesson: Using Evidence to Support Opinions about Characters
6. Update Reading Tracker
7. Independent Reading with a Specific Purpose
Small-group mini-lesson: Tracking the Story, One Paragraph at a Time
8. Update Reading Tracker
9. Partner Share
readers workshop
november 14, 2014
1. Do Now:
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
2. Go to the computer lab
4. Click here to complete the end of week reflection and assessment form.
5. Update reading tracker
6. Independent reading with a specific purpose
7. Update reading tracker
8. Partner share
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
2. Go to the computer lab
4. Click here to complete the end of week reflection and assessment form.
5. Update reading tracker
6. Independent reading with a specific purpose
7. Update reading tracker
8. Partner share
readers workshop
november 13, 2014
1. Do Now:
a. Take out your reading book.
b. Think of the setting in the last chapter of your book that you've read.
c. Describe the setting to your reading partner.
For example:
The setting of the last chapter of An Absolutely True Diary of a Part-Time Indian took place at the gravesites of their family's loved ones. I imagine that the scene took place during the day since they were cleaning the gravesites.
2. Breakfast + Read-Aloud
3. Mini-Lesson: Looking up the Level of My Book
4. Update Reading Tracker
5. Independent Reading with a Specific Purpose
Small-group mini-lessons
6. Update Reading Tracker
7. Partner Share
a. Take out your reading book.
b. Think of the setting in the last chapter of your book that you've read.
c. Describe the setting to your reading partner.
For example:
The setting of the last chapter of An Absolutely True Diary of a Part-Time Indian took place at the gravesites of their family's loved ones. I imagine that the scene took place during the day since they were cleaning the gravesites.
2. Breakfast + Read-Aloud
3. Mini-Lesson: Looking up the Level of My Book
4. Update Reading Tracker
5. Independent Reading with a Specific Purpose
Small-group mini-lessons
6. Update Reading Tracker
7. Partner Share
readers workshop
november 12, 2014
1. Do Now:
a. Take out your reading book.
b. Think of the main characters in your book.
c. Think of three words to describe each of the characters' personalities.
For example:
Junior= Smart, Funny, Courageous
Rowdy= Angry, Violent, Hurt
2. Breakfast + Read-Aloud
3. Update Reading Tracker
5. Independent Reading with a Specific Purpose
Small-group mini-lesson: Growing My Vocabulary like a Garden
6. Update Reading Tracker
7. Partner Share
a. Take out your reading book.
b. Think of the main characters in your book.
c. Think of three words to describe each of the characters' personalities.
For example:
Junior= Smart, Funny, Courageous
Rowdy= Angry, Violent, Hurt
2. Breakfast + Read-Aloud
3. Update Reading Tracker
5. Independent Reading with a Specific Purpose
Small-group mini-lesson: Growing My Vocabulary like a Garden
6. Update Reading Tracker
7. Partner Share
readers workshop
november 10, 2014
1. Do Now:
a. Put your new reading log in your folder.
b. Take a look at the scores you've earned on the last two reading logs. Ask yourself how you will either keep earning As, or how you will bring your grade up to an A.
2. Breakfast + Read-Aloud
3. Goal-Setting:
a. With your reading partner, discuss if you accomplished your S.M.A.R.T. goal from last week or not.
b. Think about how you want to grow as a reader this week.
c. Start brainstorming what your S.M.A.R.T. goal will be this week.
4. Update Reading Tracker
5. Independent Reading with a Specific Purpose
Small-group mini-lesson: Tracking the Story, One Paragraph at a Time
6. Update Reading Tracker
7. Partner Share
a. Put your new reading log in your folder.
b. Take a look at the scores you've earned on the last two reading logs. Ask yourself how you will either keep earning As, or how you will bring your grade up to an A.
2. Breakfast + Read-Aloud
3. Goal-Setting:
a. With your reading partner, discuss if you accomplished your S.M.A.R.T. goal from last week or not.
b. Think about how you want to grow as a reader this week.
c. Start brainstorming what your S.M.A.R.T. goal will be this week.
4. Update Reading Tracker
5. Independent Reading with a Specific Purpose
Small-group mini-lesson: Tracking the Story, One Paragraph at a Time
6. Update Reading Tracker
7. Partner Share
readers workshop
November 7, 2014
1. Do Now:
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
2. Go to the computer lab
4. Click here to complete this week's self-assessment, reflection, and learning form.
5. Update reading tracker
6. Independent reading with a specific purpose
6. Update reading tracker
7. Review self-assessment, reflection, and learning form responses as a whole class
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
2. Go to the computer lab
4. Click here to complete this week's self-assessment, reflection, and learning form.
5. Update reading tracker
6. Independent reading with a specific purpose
6. Update reading tracker
7. Review self-assessment, reflection, and learning form responses as a whole class
readers workshop schedule
november 6, 2014
1. Do Now:
a. Think of some of the most exciting moments in your life: when you graduated from 5th grade, when you went on a roller coaster for the first time, when your sister was born, etc.
b. Next, think of how it felt after the moment was over.
c. Take turns describing these feelings to your partner.
Example: After_____ I felt_____ because________. I noticed_____________. I wonder_____________.
2. Mini-Lesson: Analyzing the Falling Action
a. Recap the parts of a story plot by watching a video
b. Read from The Absolutely True Diary of a Part-Time Indian
c. Notice how the falling action feels
4. Update Reading Tracker
a. Small group instruction on the parts of a story plot
b. Continue reading assessments
5. Independent Reading with a Specific Purpose
6. Update Reading Tracker
7. Partner Share
a. Think of some of the most exciting moments in your life: when you graduated from 5th grade, when you went on a roller coaster for the first time, when your sister was born, etc.
b. Next, think of how it felt after the moment was over.
c. Take turns describing these feelings to your partner.
Example: After_____ I felt_____ because________. I noticed_____________. I wonder_____________.
2. Mini-Lesson: Analyzing the Falling Action
a. Recap the parts of a story plot by watching a video
b. Read from The Absolutely True Diary of a Part-Time Indian
c. Notice how the falling action feels
4. Update Reading Tracker
a. Small group instruction on the parts of a story plot
b. Continue reading assessments
5. Independent Reading with a Specific Purpose
6. Update Reading Tracker
7. Partner Share
readers workshop schedule
november 5, 2014
1. Do Now:
a. Quiz your partner on the parts of a story arc.
Example:
Partner A: What is the denouement?
Partner B: The denouement is the end, or resolution of the story. Your turn, what's the climax?
Partner A: The climax is the most exciting part of the story...
ETC.
2. Mini-Lesson: Attending to Allusions in Literature
a. Define the term "allusion"
b. Watch the story of David and Goliath, cartoon version
c. Read The Absolutely True Diary of a Part-Time Indian and practice attending to allusions
4. Update Reading Tracker
a. Small group instruction on the parts of a story plot
5. Independent Reading with a Specific Purpose
6. Update Reading Tracker
7. Partner Share
a. Quiz your partner on the parts of a story arc.
Example:
Partner A: What is the denouement?
Partner B: The denouement is the end, or resolution of the story. Your turn, what's the climax?
Partner A: The climax is the most exciting part of the story...
ETC.
2. Mini-Lesson: Attending to Allusions in Literature
a. Define the term "allusion"
b. Watch the story of David and Goliath, cartoon version
c. Read The Absolutely True Diary of a Part-Time Indian and practice attending to allusions
4. Update Reading Tracker
a. Small group instruction on the parts of a story plot
5. Independent Reading with a Specific Purpose
6. Update Reading Tracker
7. Partner Share
readers workshop schedule
november 3, 2014
1. Do Now:
a. Put your reading log in your folder. b. Interview your reading partner and find answers to the following questions: i. What was the most exciting part of your weekend? ii. What was the least exciting part of your weekend? iii. If you saw a movie this weekend, what was the most exciting part and why? 2. Goal-Setting: a. With your reading partner, discuss if you accomplished your S.M.A.R.T. goal from last week or not. b. Think about how you want to grow as a reader this week. c. Start brainstorming what your S.M.A.R.T. goal will be this week. 3. Mini-Lesson: The Arc of a Story 4. Update Reading Tracker 5. Independent Reading with a Specific Purpose 6. Update Reading Tracker |
readers workshop schedule
october 31, 2014
2. Self-Assess Reading Log
Directions:
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
3. Mini-Lesson: Making Text-to-Text Connections (Continued)
4. Create text-to-text connection in a learning log exit slip.
5. Read scary stories.
readers workshop schedule
october 30, 2014
1. Do Now:
a. Think back to the goal you set on Monday.
b. What action steps have you taken to accomplish your goal?
c. What action steps would you still like to take before Monday to accomplish your goal?
2. Mini-Lesson: Mining Details About Characters (continued)
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
a. Think back to the goal you set on Monday.
b. What action steps have you taken to accomplish your goal?
c. What action steps would you still like to take before Monday to accomplish your goal?
2. Mini-Lesson: Mining Details About Characters (continued)
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
readers workshop schedule
october 29, 2014
1. Do Now:
a. Brainstorm with your reading partner:
What books, poems, or movies have you read/seen that you can connect to The Absolutely True Diary of a Part-Time Indian?
b. Use the "Text-to-Text Connection" poster to help start your ideas.
2. Mini-Lesson: Mining Details About Characters
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
a. Brainstorm with your reading partner:
What books, poems, or movies have you read/seen that you can connect to The Absolutely True Diary of a Part-Time Indian?
b. Use the "Text-to-Text Connection" poster to help start your ideas.
2. Mini-Lesson: Mining Details About Characters
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
readers workshop schedule
october 28, 2014
1. Do Now:
a. Go to the library.
b. Look through your classmates' goals and steps until you find your own.
c. Take your goal back to your desk, and paste it into your readers notebook.
TIP: Glue is in the Writers Workshop station.
d. If you finish early, talk to your reading partner about your goal, and the steps you plan to take this week to accomplish it. Talk about how you can support each other to accomplish your reading goals.
2. Mini-Lesson: Thinking Deeper with Text-to-Self Connections
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
a. Go to the library.
b. Look through your classmates' goals and steps until you find your own.
c. Take your goal back to your desk, and paste it into your readers notebook.
TIP: Glue is in the Writers Workshop station.
d. If you finish early, talk to your reading partner about your goal, and the steps you plan to take this week to accomplish it. Talk about how you can support each other to accomplish your reading goals.
2. Mini-Lesson: Thinking Deeper with Text-to-Self Connections
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
readers workshop schedule
october 27, 2014
1. Do Now:
a. Please go retrieve your goal from the S.M.A.R.T. goal wall.
b. Reflect (think to yourself) if you reached your goal or not.
c. Discuss what steps you took (or didn't take) to reach your goal.
2. Pass out new reading logs and discuss expectations.
3. Mini-Lesson: Goal Setting and Reflecting
4. Go to the computer lab to complete the Goal Setting and Reflecting Form.
a. Bring your readers notebook and just-right book.
5. Goal Setting and Reflection Form
6. When you are done, update your reading tracker, and begin reading your just-right book.
a. Please go retrieve your goal from the S.M.A.R.T. goal wall.
b. Reflect (think to yourself) if you reached your goal or not.
c. Discuss what steps you took (or didn't take) to reach your goal.
2. Pass out new reading logs and discuss expectations.
3. Mini-Lesson: Goal Setting and Reflecting
4. Go to the computer lab to complete the Goal Setting and Reflecting Form.
a. Bring your readers notebook and just-right book.
5. Goal Setting and Reflection Form
6. When you are done, update your reading tracker, and begin reading your just-right book.
readers workshop schedule
october 24, 2014
1. Do Now:
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
2. Mini-Lesson: Preparing for a Reader's Conference (Continued)
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
readers workshop schedule
october 23, 2014
1. Do Now:
a. Check in with the goal you set on Monday (if you forgot your goal, go to the board and review it).
b. Ask yourself: Am I accomplishing my goal? What do I need to do to accomplish my goal by tomorrow?
2. Mini-Lesson: Preparing for a Reader's Conference
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
a. Check in with the goal you set on Monday (if you forgot your goal, go to the board and review it).
b. Ask yourself: Am I accomplishing my goal? What do I need to do to accomplish my goal by tomorrow?
2. Mini-Lesson: Preparing for a Reader's Conference
3. Update Reading Tracker
4. Independent Reading + Reading with a Specific Purpose
5. Update Reading Tracker
6. Practice Reading Conference with Partner
Partner A: What are you working on as a reader?
Partner B: I am working on________________________?
Partner A: Cool, so you are ________________________.
Partner B: Yes, now what about you? What are you working on?
readers workshop schedule
october 22, 2014
1. Do Now:
a. Take out your reading log. b. Read the quotes you selected on Monday and Tuesday aloud to your reading partner. c. Discuss what one of the quotes means to you. d. Then, discuss why the quote matters. What is the big idea, theme, or lesson of the words in the quote? 2. Mini-Lesson: Selecting Quotes that Matter (Continued) 3. Update Reading Tracker 4. Independent Reading + Preparing for Partner Share 5. Update Reading Tracker 6. Partner Share |
readers workshop schedule
october 21, 2014
1. Do Now:
a. Read through the following meaningful quote from An Absolutely True Diary of a Part-Time Indian.
QUOTE:
"Son," Mr. P. Said. "You're going to find more and more hope the farther you walk away from this sad, sad, sad reservation." pg. 43
b. Brainstorm what this quote means in your own words.
c. Brainstorm why you think this quote matters, or what this quote teaches you about life.
2. Mini-Lesson: Selecting Quotes that Matter (Continued)
3. Update Reading Tracker
4. Independent Reading + Preparing for Partner Share
5. Update Reading Tracker
6. Partner Share
a. Read through the following meaningful quote from An Absolutely True Diary of a Part-Time Indian.
QUOTE:
"Son," Mr. P. Said. "You're going to find more and more hope the farther you walk away from this sad, sad, sad reservation." pg. 43
b. Brainstorm what this quote means in your own words.
c. Brainstorm why you think this quote matters, or what this quote teaches you about life.
2. Mini-Lesson: Selecting Quotes that Matter (Continued)
3. Update Reading Tracker
4. Independent Reading + Preparing for Partner Share
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
october 20, 2014
1. Do Now:
a. Closely read through the following goals. Decide which goal is better and discuss why with your table partner.
Goal 1: I will eat and drink healthy.
Goal 2: I will drink 3 or more cups of water each day this week. I will eat only one bag of chips and one candy.
2. Mini-Lesson: Reflecting on Achievement and Setting S.M.A.R.T. Goals
3. Update Reading Tracker
4. Independent Reading + Preparing for Partner Share
5. Update Reading Tracker
6. Partner Share
a. Closely read through the following goals. Decide which goal is better and discuss why with your table partner.
Goal 1: I will eat and drink healthy.
Goal 2: I will drink 3 or more cups of water each day this week. I will eat only one bag of chips and one candy.
2. Mini-Lesson: Reflecting on Achievement and Setting S.M.A.R.T. Goals
3. Update Reading Tracker
4. Independent Reading + Preparing for Partner Share
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
october 17, 2014
1. Do Now:
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
a. Take out your reading log.
b. Calculate how many pages you read this week and put the total on the top of the reading log.
c. Carefully decide what grade you deserve this week using the rubric. Write a complete sentence explaining the grade you would give yourself and why.
2. Mini-Lesson: Selecting Quotes That Matter (Continued)
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share with Say, Mean, Matter
5. Update Reading Tracker
6. Partner Share
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share with Say, Mean, Matter
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
october 16, 2014
1. Do Now:
Brainstorm:
a.What if your crush said "I love you" to you at lunch?
b. What do you think your crush means?
c. Why would saying "I love you" matter to you? To your crush?
2. BIC while students complete the Do Now
3. Mini-Lesson: Selecting Quotes That Matter
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share with Say, Mean, Matter
5. Update Reading Tracker
6. Partner Share
Brainstorm:
a.What if your crush said "I love you" to you at lunch?
b. What do you think your crush means?
c. Why would saying "I love you" matter to you? To your crush?
2. BIC while students complete the Do Now
3. Mini-Lesson: Selecting Quotes That Matter
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share with Say, Mean, Matter
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
october 15, 2014
1. Do Now:
Brainstorm:
a.To prepare for your student-led conference, recall your reading level.
b. Then, make a list in your head of all the books you've read so far this year in Readers Workshop.
2. BIC while students complete Do Now
3. Mini-Lesson: Discussing my Reading Level with My Parent/ Guardian
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share
5. Update Reading Tracker
6. Partner Share
Brainstorm:
a.To prepare for your student-led conference, recall your reading level.
b. Then, make a list in your head of all the books you've read so far this year in Readers Workshop.
2. BIC while students complete Do Now
3. Mini-Lesson: Discussing my Reading Level with My Parent/ Guardian
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
october 14, 2014
1. Do Now:
Brainstorm: What do you usually do when someone gives you suggestions for how you can improve?
2. BIC while students read through their reading logs
3. Mini-Lesson: Using Teacher Suggestions to Improve My Reading Log
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share
5. Update Reading Tracker
6. Partner Share
Brainstorm: What do you usually do when someone gives you suggestions for how you can improve?
2. BIC while students read through their reading logs
3. Mini-Lesson: Using Teacher Suggestions to Improve My Reading Log
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
october 13, 2014
1. Do Now:
a. Have a discussion with your reading partner. Find out how their weekend was, what they did, and what their favorite breakfast is, in celebration of starting BIC!
2. BIC while students pass in reading logs
3. Mini-Lesson: Planning Ahead for a Meaningful Partner Share
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share
5. Update Reading Tracker
6. Partner Share
a. Have a discussion with your reading partner. Find out how their weekend was, what they did, and what their favorite breakfast is, in celebration of starting BIC!
2. BIC while students pass in reading logs
3. Mini-Lesson: Planning Ahead for a Meaningful Partner Share
3. Update Reading Tracker
4. Independent Reading Time + Preparing for partner share
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
october 9, 2014
1. Do Now:
a. Learn three random new things about your reading partner.
Suggested Questions
What's your favorite______?
What's one thing that people can't tell about you by just looking?
What's something you want to share about yourself that you don't think I know?
2. Mini-Lesson: Having a Meaningful Partner Share
a. Together create criteria for a meaningful partner share.
3. Update Reading Tracker
4. Independent Reading Time + Predicting
5. Update Reading Tracker
6. Partner Share
a. Learn three random new things about your reading partner.
Suggested Questions
What's your favorite______?
What's one thing that people can't tell about you by just looking?
What's something you want to share about yourself that you don't think I know?
2. Mini-Lesson: Having a Meaningful Partner Share
a. Together create criteria for a meaningful partner share.
3. Update Reading Tracker
4. Independent Reading Time + Predicting
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
october 8, 2014
1. Do Now:
a. Make sure your reading book and reading log is out.
b. Then, complete your Arts Elective ranking sheet.
2. Mini-Lesson: Detailing Predictions to Bring Out Personalities
3. Update Reading Tracker
4. Independent Reading Time + Predicting
5. Update Reading Tracker
6. Partner Share
a. Make sure your reading book and reading log is out.
b. Then, complete your Arts Elective ranking sheet.
2. Mini-Lesson: Detailing Predictions to Bring Out Personalities
3. Update Reading Tracker
4. Independent Reading Time + Predicting
5. Update Reading Tracker
6. Partner Share
readers workshop schedule
1. Do Now:
a. Brainstorm:
How do you hope your reading partner treats you?
What do you hope to talk about with your reading partner?
What kind of relationship do you hope to have?
2. Mini-Lesson: Analyzing My Reading Patterns to Set a Goal
3. Assign reading partners
4. Reading Partner Interview:
Question 1: What do you love about reading?
Question 2: What frustrates you about reading?
Question 3: What is your favorite genre to read?
Question 4: What is your reading goal for this week?
If you finish early:
-Read independently
-Talk about the books you are currently reading
5. Share out
a. Brainstorm:
How do you hope your reading partner treats you?
What do you hope to talk about with your reading partner?
What kind of relationship do you hope to have?
2. Mini-Lesson: Analyzing My Reading Patterns to Set a Goal
3. Assign reading partners
4. Reading Partner Interview:
Question 1: What do you love about reading?
Question 2: What frustrates you about reading?
Question 3: What is your favorite genre to read?
Question 4: What is your reading goal for this week?
If you finish early:
-Read independently
-Talk about the books you are currently reading
5. Share out
readers workshop schedule
october 6, 2014
1. Do Now:
a. Share what you did over the weekend with your table partner.
b. Say goodbye! We will be changing the seating arrangement today to move you next to your reading partner.
2. Mini-Lesson: Analyzing My Reading Patterns to Set a Goal
3. Assign reading partners
4. Reading Partner Interview:
Question 1: What do you love about reading?
Question 2: What frustrates you about reading?
Question 3: What is your favorite genre to read?
Question 4: What is your reading goal for this week?
5. Share out
a. Share what you did over the weekend with your table partner.
b. Say goodbye! We will be changing the seating arrangement today to move you next to your reading partner.
2. Mini-Lesson: Analyzing My Reading Patterns to Set a Goal
3. Assign reading partners
4. Reading Partner Interview:
Question 1: What do you love about reading?
Question 2: What frustrates you about reading?
Question 3: What is your favorite genre to read?
Question 4: What is your reading goal for this week?
5. Share out
readers workshop schedule
october 3, 2014
1. Do Now:
a. Take out your reading log.
b. Calculate how many pages you read this week at home.
c. Write the number of pages you read on the top of your reading log.
d. Read through each grade description on the rubric.
2. Mini-Lesson: Spinning All We Know Into Predictions (Continued)
3. Update Reading Tracker
4. Independent Reading Time + Empathizing with Characters
5. Update Reading Tracker
6. Teaching Share (if time)
a. Take out your reading log.
b. Calculate how many pages you read this week at home.
c. Write the number of pages you read on the top of your reading log.
d. Read through each grade description on the rubric.
2. Mini-Lesson: Spinning All We Know Into Predictions (Continued)
3. Update Reading Tracker
4. Independent Reading Time + Empathizing with Characters
5. Update Reading Tracker
6. Teaching Share (if time)
readers workshop schedule
october 2, 2014
1. Do Now:
a. Take out your reading log to have your progress checked.
b. Think about a time when you had to show your parents your report card.
c. Discuss with your table groups:
How did you think your parents would react to your grades?
What informed your prediction?
2. Mini-Lesson: Spinning All We Know Into Predictions
3. Update Reading Tracker
4. Independent Reading Time + Empathizing with Characters
5. Update Reading Tracker
6. Teaching Share (if time)
a. Take out your reading log to have your progress checked.
b. Think about a time when you had to show your parents your report card.
c. Discuss with your table groups:
How did you think your parents would react to your grades?
What informed your prediction?
2. Mini-Lesson: Spinning All We Know Into Predictions
3. Update Reading Tracker
4. Independent Reading Time + Empathizing with Characters
5. Update Reading Tracker
6. Teaching Share (if time)
readers workshop schedule
october 1, 2104
1. Do Now/ Pass back frayer maps and empathizing exit tickets
Directions:
a. Brainstorm how you empathize with Junior.
b. Use the following optional sentence starters to frame your thinking:
I understand what Junior is going through with_________ because__________.
I empathize with Junior because______________________________________.
I can relate to Junior's experience _________ because____________________.
2. Mini-Lesson: Letting the Text Revise Our Image of the Character
3. Update Reading Tracker
4. Independent Reading Time + Empathizing with Characters
5. Update Reading Tracker
6. Teaching Share (if time)
Directions:
a. Brainstorm how you empathize with Junior.
b. Use the following optional sentence starters to frame your thinking:
I understand what Junior is going through with_________ because__________.
I empathize with Junior because______________________________________.
I can relate to Junior's experience _________ because____________________.
2. Mini-Lesson: Letting the Text Revise Our Image of the Character
3. Update Reading Tracker
4. Independent Reading Time + Empathizing with Characters
5. Update Reading Tracker
6. Teaching Share (if time)
readers workshop schedule
september 30, 2014
1. Do Now:
a. Read through the dictionary definition of empathize.
b. Read the example sentence, and then come up with your own sentence using the word.
a. Read through the dictionary definition of empathize.
b. Read the example sentence, and then come up with your own sentence using the word.
2. Mini-Lesson: Empathizing with Characters
3. Update Reading Tracker
4. Independent Reading Time + Empathize with characters in your independent reading book
5. Update Reading Tracker
6. Exit Slip
3. Update Reading Tracker
4. Independent Reading Time + Empathize with characters in your independent reading book
5. Update Reading Tracker
6. Exit Slip
readers workshop schedule
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readers workshop schedule
september 24, 2014
1. Do Now:
a. Read the following sentence from The Absolutely True Diary of a Part-Time Indian.
It was a snowless Thanksgiving.
b. In your groups, discuss what you think "snowless" means.
c. If you finish early, think of as many words as possible that end with "less".
2. Mini-Lesson: Breaking Words Into Parts
3. Update Reading Tracker
4. Independent Reading Time + Create Frayer Maps
5. Update Reading Tracker
6. Discuss words with word parts
a. Read the following sentence from The Absolutely True Diary of a Part-Time Indian.
It was a snowless Thanksgiving.
b. In your groups, discuss what you think "snowless" means.
c. If you finish early, think of as many words as possible that end with "less".
2. Mini-Lesson: Breaking Words Into Parts
3. Update Reading Tracker
4. Independent Reading Time + Create Frayer Maps
5. Update Reading Tracker
6. Discuss words with word parts
readers workshop schedule
september 23, 2014
1. Do Now:
a. Read the following two sentences.
b. Use the "Word-Solving Strategy" to figure out what all words in the sentences mean.
After the fight, the daughter became insolent when she told her mom to shut up.
The boy went up to the police officer and insolently said, "I don't care what the law is."
2. Mini-Lesson: Using a Frayer Map to Learn New Words
3. Update Reading Tracker
4. Independent Reading Time + Create Frayer Maps
5. Update Reading Tracker
6. Discuss the accurate definitions of words.
a. Read the following two sentences.
b. Use the "Word-Solving Strategy" to figure out what all words in the sentences mean.
After the fight, the daughter became insolent when she told her mom to shut up.
The boy went up to the police officer and insolently said, "I don't care what the law is."
2. Mini-Lesson: Using a Frayer Map to Learn New Words
3. Update Reading Tracker
4. Independent Reading Time + Create Frayer Maps
5. Update Reading Tracker
6. Discuss the accurate definitions of words.
readers workshop schedule
september 22 2014
1. Do Now:
a. Look through all of the words that were noticed last week during Readers Workshop.
b. Go through each word and figure out if anyone at your table knows what each word means.
c. If someone does know a meaning, share the definition and/or a sentence.
2. Mini-Lesson: Using a Frayer Map to Actually Learn New Words
3. Update Reading Tracker
4. Independent Reading Time/ Continue Reading Assessments
5. Update Reading Tracker
6. Submit one or more completed frayer map exit slip to Ms. Shawn
a. Look through all of the words that were noticed last week during Readers Workshop.
b. Go through each word and figure out if anyone at your table knows what each word means.
c. If someone does know a meaning, share the definition and/or a sentence.
2. Mini-Lesson: Using a Frayer Map to Actually Learn New Words
3. Update Reading Tracker
4. Independent Reading Time/ Continue Reading Assessments
5. Update Reading Tracker
6. Submit one or more completed frayer map exit slip to Ms. Shawn
Readers Workshop Word Garden
covert (Camilla), frantic (Iverson), novelty (Dontre), sposmadically (Star), deliberate (Erick), hysterical (Adrian), floral (Lizbeth), euphoric (Sidney), propeller (Iverson), blur (Daniel), sober (Brisa), bridle (A.J.), boyhood (Vicente), altitude (Iverson), stammered Michael), stalling (Adrian)
2. Idea-Wave: Share a strategy you use to grow your vocabulary garden.
3. Update Reading Tracker
4. Independent Reading Time/ Continue Reading Assessments
5. Update Reading Tracker
6. Submit one or more completed frayer map exit slip to Ms. Shawn
covert (Camilla), frantic (Iverson), novelty (Dontre), sposmadically (Star), deliberate (Erick), hysterical (Adrian), floral (Lizbeth), euphoric (Sidney), propeller (Iverson), blur (Daniel), sober (Brisa), bridle (A.J.), boyhood (Vicente), altitude (Iverson), stammered Michael), stalling (Adrian)
2. Idea-Wave: Share a strategy you use to grow your vocabulary garden.
3. Update Reading Tracker
4. Independent Reading Time/ Continue Reading Assessments
5. Update Reading Tracker
6. Submit one or more completed frayer map exit slip to Ms. Shawn
readers workshop schedule
september 18, 2014
1. Do Now:
a. Take out your reading log and your signed report card.
b. Calculate how many total pages you read this week at home.
2. Mini-Lesson: Grading Myself On My Reading Log
3. Update Reading Tracker
4. Independent Reading/ Searching for New Words
5. Update Reading Tracker
6. Exit Slip: Create a frayer map for one or more words you've learned from your reading this week.
a. Take out your reading log and your signed report card.
b. Calculate how many total pages you read this week at home.
2. Mini-Lesson: Grading Myself On My Reading Log
3. Update Reading Tracker
4. Independent Reading/ Searching for New Words
5. Update Reading Tracker
6. Exit Slip: Create a frayer map for one or more words you've learned from your reading this week.
readers workshop schedule
september 18, 2014
1. Do Now:
a. Use the reading log rubric below in blue to give yourself a grade on your reading log so far this week.
Reading Log Rubric
4/4= I gave 90- 100% effort. I filled in all the parts correctly. I gave details on the “why” (used the word “because” and explained myself in detail). I wrote in complete sentences.
3/4= I gave 75-89% effort. I filled in most parts correctly; I may have missed just a few parts. I explained myself giving some details. I mostly wrote in complete sentences.
2/4= I gave 50% effort. I filled in more than half the parts correctly. I only explained myself a little bit by giving very few details. I wrote a few complete sentences.
1/4= I gave less than 50% effort or minimal effort which shows because I was sloppy. I filled in less than half the parts correctly. I didn’t give a lot of details. I didn’t write in complete sentences. OR I didn't turn it in at all.
2. Mini-Lesson: Growing my Vocabulary like a Garden (Continued)
3. Update Reading Tracker
4. Independent Reading/ Searching for New Words
5. Update Reading Tracker
6. Share new words
a. Use the reading log rubric below in blue to give yourself a grade on your reading log so far this week.
Reading Log Rubric
4/4= I gave 90- 100% effort. I filled in all the parts correctly. I gave details on the “why” (used the word “because” and explained myself in detail). I wrote in complete sentences.
3/4= I gave 75-89% effort. I filled in most parts correctly; I may have missed just a few parts. I explained myself giving some details. I mostly wrote in complete sentences.
2/4= I gave 50% effort. I filled in more than half the parts correctly. I only explained myself a little bit by giving very few details. I wrote a few complete sentences.
1/4= I gave less than 50% effort or minimal effort which shows because I was sloppy. I filled in less than half the parts correctly. I didn’t give a lot of details. I didn’t write in complete sentences. OR I didn't turn it in at all.
2. Mini-Lesson: Growing my Vocabulary like a Garden (Continued)
3. Update Reading Tracker
4. Independent Reading/ Searching for New Words
5. Update Reading Tracker
6. Share new words
readers workshop schedule
september 17,2 014
1. Do Now:
a. Brainstorm what "quality" means. b. When you receive your readers workshop notebook, create a frayer map for the word "quality" on the next blank page. 2. Mini-Lesson: Growing my Vocabulary like a Garden 3. Update Reading Tracker 4. Independent Reading/ Searching for New Words 5. Update Reading Tracker 6. Share new words |
readers workshop schedule
september 16, 2014
1. Do Now:
Recall what a frayer map is. What are the four different parts? How do frayer maps help you learn new words?
2. Return Reading Logs and exit slips and discuss grades.
3. Mini-Lesson: Learning New Words From Books (continued)
4. Independent Reading/ Continue Reading Assessments
5. Update Reading Tracker
Recall what a frayer map is. What are the four different parts? How do frayer maps help you learn new words?
2. Return Reading Logs and exit slips and discuss grades.
3. Mini-Lesson: Learning New Words From Books (continued)
4. Independent Reading/ Continue Reading Assessments
5. Update Reading Tracker
readers workshop schedule
september 15, 2014
1. Do Now/ Pass out new reading logs
Ask your table partner the following questions. Remember your partne's answers and be prepared to share with the class. How do you learn new words in life? What do you do while your reading when you get to a word you don't know? 2. Mini-Lesson: Learning New Words From Books 3. Independent Reading/ Continue Reading Assessments 4. Update Reading Tracker |
readers workshop schedule
september 12, 2014
1. Do Now:
Think about a book you've read, or a movie you've seen, that has changed your life. Talk to your table groups about it.
2. Mini-Lesson: Choosing Texts that Matter
3. Independent Reading/ Continue Reading Assessments
4. Update Reading Tracker
5. Exit Slip: Complete the summary of your reading from yesterday and today.
Think about a book you've read, or a movie you've seen, that has changed your life. Talk to your table groups about it.
2. Mini-Lesson: Choosing Texts that Matter
3. Independent Reading/ Continue Reading Assessments
4. Update Reading Tracker
5. Exit Slip: Complete the summary of your reading from yesterday and today.
readers workshop schedule
september 11, 2014
1. Do Now:
Tell your partner what you did last night by summarizing the action.
2. Mini-Lesson: Summarizing What I'm Reading
3. Independent Reading/ Continue Reading Assessments
4. Update Reading Tracker
5. Exit Slip: Complete a summary of your reading today.
Tell your partner what you did last night by summarizing the action.
2. Mini-Lesson: Summarizing What I'm Reading
3. Independent Reading/ Continue Reading Assessments
4. Update Reading Tracker
5. Exit Slip: Complete a summary of your reading today.
readers workshop schedule
september 10, 2014
1. Do Now:
First, take out your reading log to show your progress on your reading at home. Next, look at the image of Eeyore. Last, describe Eeyore's personality to your table group. 2. Mini-Lesson: Welcoming Books 3. Independent Reading/ Continue Reading Assessments 4. Update Reading Tracker 5. Teaching Share: With your partners or in groups, choose what topic you want to discuss about your reading. |
readers workshop schedule
september 9, 2014
1. Do Now: First, take out your reading log to prepare for today's mini-lesson.
a. Next, brainstorm and discuss with your table groups:
Over the summer, what were some of your predictions about middle school?
Did they come true or not?
Why do you think your predictions were or were not valid (true)?
2. Mini-Lesson: Making Solid Predictions
3. Independent Reading/ Continue Reading Assessments
4. Update Reading Tracker
5. Teaching Share: With your partners or in groups, choose what topic you want to discuss about your reading.
- Talk about your reading volume. How much do you tend to read in a day? In a minute? How might that amount be changing? Why?
I think I read ____pages a minute. I notice that according to my reading tracker, I'm reading___________.
-Talk about home reading versus school reading. How are they the same? Different? When, where, and for how long do you tend to read at home? At school?
I feel like reading at school is different from reading at home because____________________.
-Talk about a great book and then think, "Why do I like this book so much? How can I find more books like this?"
I am really liking this book because__________. Have you read any books that have______________, too?
a. Next, brainstorm and discuss with your table groups:
Over the summer, what were some of your predictions about middle school?
Did they come true or not?
Why do you think your predictions were or were not valid (true)?
2. Mini-Lesson: Making Solid Predictions
3. Independent Reading/ Continue Reading Assessments
4. Update Reading Tracker
5. Teaching Share: With your partners or in groups, choose what topic you want to discuss about your reading.
- Talk about your reading volume. How much do you tend to read in a day? In a minute? How might that amount be changing? Why?
I think I read ____pages a minute. I notice that according to my reading tracker, I'm reading___________.
-Talk about home reading versus school reading. How are they the same? Different? When, where, and for how long do you tend to read at home? At school?
I feel like reading at school is different from reading at home because____________________.
-Talk about a great book and then think, "Why do I like this book so much? How can I find more books like this?"
I am really liking this book because__________. Have you read any books that have______________, too?
readers workshop schedule
september 8, 2014
1. Do Now:
a. Take out your folder to prepare to carefully store your new reading log for this week.
b. While I choose some students to pass out new reading logs and your reader's notebooks, think about a time when you were reading and you became confused.
c. What did you do?
2. Mini-Lesson: Holding Tight to Meaning
3. Update reading tracker
4. Independent reading/ Continue individual reading assessments
5. Update reading tracker
6. Teaching Share: With your partners or in groups, choose what topic you want to discuss about your reading.
- Talk about your reading volume. How much do you tend to read in a day? In a minute? How might that amount be changing? Why?
I think I read ____pages a minute.
I notice that according to my reading tracker, I'm reading___________.
-Talk about home reading versus school reading. How are they the same? Different? When, where, and for how long do you tend to read at home? At school?
I feel like reading at school is different from reading at home because____________________.
-Talk about a great book and then think, "Why do I like this book so much? How can I find more books like this?"
I am really liking this book because__________. Have you read any books that have______________, too?
a. Take out your folder to prepare to carefully store your new reading log for this week.
b. While I choose some students to pass out new reading logs and your reader's notebooks, think about a time when you were reading and you became confused.
c. What did you do?
2. Mini-Lesson: Holding Tight to Meaning
3. Update reading tracker
4. Independent reading/ Continue individual reading assessments
5. Update reading tracker
6. Teaching Share: With your partners or in groups, choose what topic you want to discuss about your reading.
- Talk about your reading volume. How much do you tend to read in a day? In a minute? How might that amount be changing? Why?
I think I read ____pages a minute.
I notice that according to my reading tracker, I'm reading___________.
-Talk about home reading versus school reading. How are they the same? Different? When, where, and for how long do you tend to read at home? At school?
I feel like reading at school is different from reading at home because____________________.
-Talk about a great book and then think, "Why do I like this book so much? How can I find more books like this?"
I am really liking this book because__________. Have you read any books that have______________, too?
readers workshop schedule
september 5, 2014
1. Do Now: First, take out your reading log.
Then, have a dialogue with your partner about what you plan to do this weekend.
2. Mini-Lesson: Reading for Dialogue
3. Update reading tracker
4. Independent reading/ Continue individual reading assessments
5. Update reading tracker & share the dialogue you recorded in your notebook.
Then, have a dialogue with your partner about what you plan to do this weekend.
2. Mini-Lesson: Reading for Dialogue
3. Update reading tracker
4. Independent reading/ Continue individual reading assessments
5. Update reading tracker & share the dialogue you recorded in your notebook.
readers workshop schedule
september 4, 2014
1. Do Now: Brainstorm the following question with your table partners.
What do you should have to do to get an A on your reading log each week?
2. Collaboration: Creating Our Reading Log Rubric
3. Update reading tracker
4. Independent reading/ Continue individual reading assessments
5. Update reading tracker & read aloud the bit of text we love with a partner.
What do you should have to do to get an A on your reading log each week?
2. Collaboration: Creating Our Reading Log Rubric
3. Update reading tracker
4. Independent reading/ Continue individual reading assessments
5. Update reading tracker & read aloud the bit of text we love with a partner.
readers workshop schedule
september 3, 2014
1. Do Now: Take out your reading log. Tell your table partner how many pages you read last night, and read aloud the quote you selected from the text. If you have extra time, tell your partner what the quote meant to you, or share the prediction that you made.
2. Mini-Lesson: Finding Opportunities to Read Aloud and Share Bits of Text that We Love
3. Update reading tracker
4. Independent reading/ Continue individual reading assessments
5. Update reading tracker & read aloud bit of text with partner
2. Mini-Lesson: Finding Opportunities to Read Aloud and Share Bits of Text that We Love
3. Update reading tracker
4. Independent reading/ Continue individual reading assessments
5. Update reading tracker & read aloud bit of text with partner
readers workshop schedule
september 2, 2014
1. Do Now:
a. Take out your completed reading log from last week. Leave it on your desk to prepare to turn it in.
b. Prepare for the bullying assembly by discussing with your table groups what you already know about bullying.
2. Go to the bullying assembly in Room 104.
a. Take out your completed reading log from last week. Leave it on your desk to prepare to turn it in.
b. Prepare for the bullying assembly by discussing with your table groups what you already know about bullying.
2. Go to the bullying assembly in Room 104.
readers workshop schedule
august 28, 2014
1. Do Now:
a. Take out your reading log and reading book. Leave it on your desk during today's Readers Workshop.
b. Starting with Team 1, retrieve your notebooks from the cabinet.
c. With extra time, brainstorm a time you were the most awake you've ever been.
2. Mini-lesson: Awakening Ourselves to the Texts
3. Update reading tracker
4. Independent reading/ Continue reading assessments
5. Update reading tracker & share the part of your reading that woke you up the most.
a. Take out your reading log and reading book. Leave it on your desk during today's Readers Workshop.
b. Starting with Team 1, retrieve your notebooks from the cabinet.
c. With extra time, brainstorm a time you were the most awake you've ever been.
2. Mini-lesson: Awakening Ourselves to the Texts
3. Update reading tracker
4. Independent reading/ Continue reading assessments
5. Update reading tracker & share the part of your reading that woke you up the most.
readers workshop
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1. Do Now:
a. Brainstorm: Think of a time you found something that fit you just right. It could be a piece of clothing, a movie, a friend, a book, a room, etc. b. How did it feel to find that thing? c. Why do you think it fit just right? 2. Check homework progress. 3. Mini-Lesson: Talking to Myself as I Read 4. Set reading trackers 5. Independent reading/ Begin reading assessments 6. Set reading trackers. _____________________________________________ 1. Do Now: a. Take out your reading book and your reading log. b. Compare and contrast how much reading you did last night, to how much reading you did in class, as based on your log and tracker. c. Brainstorm: Was last night a best or worst reading time? Why? 2. Author Study Mini-Lesson: How does Alexie make a movie in our minds? 3. Independent Reading 4. Mid-Workshop Interruption: Share your favorite part of your reading today ____________________________________________________________ 1. Do Now: a. Get your reader's and writer's notebooks and take out your reading book. b. Take some silent time to make a movie in your mind by replaying one scene from your weekend. 2. Author Study Mini-Lesson: How does Alexie make a movie in our minds? 3. Independent Reading 4. Mid-Workshlp Interruption: Share your favorite part of your reading today ____________________________________________________________ 1. Do Now: Take out your home reading log and your reading tracker. Compare and contrast how many pages you read at school versus how many pages you read at home. Prepare to share this data with the class. Use the sentence starter if you'd like:
I read ____ pages in class and ____ pages at home. Therefore, I read___ (more or less) pages in ___ (class or home). I think this is because__________________. 2. Mini-Lesson: Reading Faster, Stronger and Longer 3. Independent Reading 1. Do Now: Take out your reading log and practice for your homework conference with Ms. Shawn. If needed, use the following sentence starters to explain how reading is going at home.
a. Last night I read ______ pages from the book _______. b. The quote I chose was _______. c. I connected to that quote because ________________________. 2. Mini-Lesson: Keeping Records and Researching the Way Our Reading Changes. 3. Independent Reading & Homework Conferences 1. Do Now: Take out your reading log and your reading book. Think about the following questions and discuss with your table groups.
a. What are your rights as a Studio School student? b. What are some of your responsibilities? c. Would you add or take away any of your rights? 2. Rights and Responsibilities of Readers Workshop Activity 3. Independent Reading 4. Homework Conferences 1. Do Now: Take out your reading log and your reading book. Use "Our Strategies for Rocking Reading" while you read independently for 20 minutes.
2. Pass back notebooks. 3. Mini-Lesson: Putting Yourself in the Character's Shoes 4. Explain tonight's homework on the reading log 1. Do Now: Take out your readers notebook. Write the following mini-lesson title underneath last week's mini-lesson:
"Learning from the Best and Worst Reading Times" Then, take out your reading book. Get ready to come to the library with your readers notebook and a writing tool. 2. Mini-Lesson: Learning from the Best and Worst Reading Times 3. Independent Reading 4. Mid-Workshop Interruption: Making a Text-to-Self Connection 5. Go to Dance! 1. Do Now: Take out your Readers Notebook and a writing tool, and leave both on your desk to get ready to go to Council in Room 203! 2. Mini-Lesson: Making Movies in Our Mind as We Read 3. Independent Reading 1. Do Now: Locate a copy of the Reading Interview in your bucket. Spend the first 10 minutes of class thoughtfully completing it. 2. Gather in the library to introduce Readers Workshop 3. Teach: Rule of 5 4. Find and checkout book 5. Set up notebook for Readers Workshop with cover and Table of Contents 6. Read Aloud (if time): The Absolutely True-Diary of a Part-Time Indian |