class jobs:
breakfast monitor: Dalixa & Hannah; Milk Monitor: Edgar; light monitor: Kat; door monitor: Monse; office messenger: Diana; Date monitor: bella & Andrea;
Janitor: Anthony & Linette: Paper Monitors: Evelyn, Allen, Vanessa, & Jeffrey
readers workshop
june 11, 2016
Do Now:
a. Share a rose and thorn from your week with your reading partner for one last time!
3. Mini-Lesson: Uncovering Possible Themes
I will discover the theme/s of Number the Stars by doing what good readers do while reading.
4. Finish Number the Stars
5. Class Discussion
6. Take home Readers and Writers Notebooks
7. Final Mini-Lesson: Oh the Places You'll Go + Cheers
8. Yearbook signing
a. Share a rose and thorn from your week with your reading partner for one last time!
3. Mini-Lesson: Uncovering Possible Themes
I will discover the theme/s of Number the Stars by doing what good readers do while reading.
4. Finish Number the Stars
5. Class Discussion
6. Take home Readers and Writers Notebooks
7. Final Mini-Lesson: Oh the Places You'll Go + Cheers
8. Yearbook signing
readers workshop
june 10, 2016
Do Now:
a. Prepare to play "Book BINGO" by taking a close look at all the titles at your desk.
2. Book BINGO
3. Mini-Lesson: Uncovering Possible Themes
I will discover the theme/s of Number the Stars by doing what good readers do while reading.
4. Whole-Group Reading
5. Independent Reading
6. Work on your Open Mind + Include Themes
a. Prepare to play "Book BINGO" by taking a close look at all the titles at your desk.
2. Book BINGO
3. Mini-Lesson: Uncovering Possible Themes
I will discover the theme/s of Number the Stars by doing what good readers do while reading.
4. Whole-Group Reading
5. Independent Reading
6. Work on your Open Mind + Include Themes
readers workshop
june 9, 2016
Do Now:
a. Prepare to play "Book BINGO" by taking a close look at all the titles at your desk.
2. Book BINGO
3. Mini-Lesson: Uncovering Possible Themes
I will discover the theme/s of Number the Stars by doing what good readers do while reading.
4. Whole-Group Reading
5. Independent Reading
6. Work on your Open Mind + Include Themes
a. Prepare to play "Book BINGO" by taking a close look at all the titles at your desk.
2. Book BINGO
3. Mini-Lesson: Uncovering Possible Themes
I will discover the theme/s of Number the Stars by doing what good readers do while reading.
4. Whole-Group Reading
5. Independent Reading
6. Work on your Open Mind + Include Themes
readers workshop
june 6, 2016
Do Now:
a. Share a rose and thorn from the Spring Showcase.
b.If you were not able to attend the Spring Showcase, share a rose and thorn from your weekend.
2. Mini-Lesson: Uncovering Possible Themes
I will create an Openmind to capture the actions, thoughts, feelings and changes of a character from Number the Stars to uncover possible themes of the book.
3. Whole-Group Reading
4. Independent Reading
5. Work on your Open Mind + Include Themes
a. Share a rose and thorn from the Spring Showcase.
b.If you were not able to attend the Spring Showcase, share a rose and thorn from your weekend.
2. Mini-Lesson: Uncovering Possible Themes
I will create an Openmind to capture the actions, thoughts, feelings and changes of a character from Number the Stars to uncover possible themes of the book.
3. Whole-Group Reading
4. Independent Reading
5. Work on your Open Mind + Include Themes
readers workshop
june 3, 2016
Do Now:
Make a list of hashtags that relate to the book Number the Stars
2. Mini-Lesson: Paying Close Attention to Characters' Actions and Speech
I will create an Openmind to capture the actions, thoughts, feelings and changes of a character from Number the Stars.
3. Whole-Group Reading
4. Independent Reading
5. Work on your Open Mind
Make a list of hashtags that relate to the book Number the Stars
2. Mini-Lesson: Paying Close Attention to Characters' Actions and Speech
I will create an Openmind to capture the actions, thoughts, feelings and changes of a character from Number the Stars.
3. Whole-Group Reading
4. Independent Reading
5. Work on your Open Mind
readers workshop
june 2, 2016
Do Now:
Think-pair-share:
1. If you were Ellen, how would you feel?
2. Mini-Lesson: Paying Close Attention to Characters' Actions and Speech
Reading Challenge: I will create an Openmind to capture the actions, thoughts, feelings and changes of a character from Number the Stars.
3. Whole-Group Reading
4. Independent Reading
5. Work on your Open Mind
Think-pair-share:
1. If you were Ellen, how would you feel?
2. Mini-Lesson: Paying Close Attention to Characters' Actions and Speech
Reading Challenge: I will create an Openmind to capture the actions, thoughts, feelings and changes of a character from Number the Stars.
3. Whole-Group Reading
4. Independent Reading
5. Work on your Open Mind
readers workshop
june 1, 2016
Do Now:
Think-pair-share:
1. What was happening in the plot of Number the Stars in the chapter we were reading on Friday?
2. Mini-Lesson: Paying Close Attention to Characters' Actions and Speech
Reading Challenge: I will notice how the character of Annemarie develops in Number the Stars by creating an Open Mind.
3. Whole-Group Reading
4. Independent Reading
5. Work on your Open Mind
Think-pair-share:
1. What was happening in the plot of Number the Stars in the chapter we were reading on Friday?
2. Mini-Lesson: Paying Close Attention to Characters' Actions and Speech
Reading Challenge: I will notice how the character of Annemarie develops in Number the Stars by creating an Open Mind.
3. Whole-Group Reading
4. Independent Reading
5. Work on your Open Mind
readers workshop
may 27, 2016
Do Now:
Think-pair-share:
1. What is resistance?
2. Have you ever resisted something because you felt it was important to do so?
2. Mini-Lesson: Noticing the Rising Action
Reading Challenge: I will notice how the conflict develops in the rising action of Number the Stars by making a movie in my mind as I read.
3. Whole-Group Reading
4. Independent Reading
5. Exit Ticket:
What is the setting of Number the Stars. How does the setting affect what is happening in the story?
Think-pair-share:
1. What is resistance?
2. Have you ever resisted something because you felt it was important to do so?
2. Mini-Lesson: Noticing the Rising Action
Reading Challenge: I will notice how the conflict develops in the rising action of Number the Stars by making a movie in my mind as I read.
3. Whole-Group Reading
4. Independent Reading
5. Exit Ticket:
What is the setting of Number the Stars. How does the setting affect what is happening in the story?
readers workshop
may 26, 2016
Do Now:
Think-pair-share: What do you know about nazis?
2. Mini-Lesson: Getting into the Story
Reading Challenge: I will get into the setting of Number the Stars by making a movie in my mind as I read.
3. Whole-Group Reading
4. Independent Reading
5. Exit Ticket:
What is the setting of Number the Stars. How does the setting affect what is happening in the story?
Think-pair-share: What do you know about nazis?
2. Mini-Lesson: Getting into the Story
Reading Challenge: I will get into the setting of Number the Stars by making a movie in my mind as I read.
3. Whole-Group Reading
4. Independent Reading
5. Exit Ticket:
What is the setting of Number the Stars. How does the setting affect what is happening in the story?
readers workshop
may 25, 2016
Do Now:
Think-pair-share:
What lesson can we learn from having studied Selena's life?
2. Mini-Lesson: Inferring Theme from My Biography
Reading Challenge: I will infer the theme, or themes, of my biography by asking myself: What is the big lesson that I take away from learning about my subject's life?
3. Independent Reading + Reading Assessments
4. Exit Ticket:
What is the theme, or big lesson, of the biography you are reading?
Think-pair-share:
What lesson can we learn from having studied Selena's life?
2. Mini-Lesson: Inferring Theme from My Biography
Reading Challenge: I will infer the theme, or themes, of my biography by asking myself: What is the big lesson that I take away from learning about my subject's life?
3. Independent Reading + Reading Assessments
4. Exit Ticket:
What is the theme, or big lesson, of the biography you are reading?
readers workshop
may 23, 2016
Do Now:
Prepare for mini-council by sending one person in your group to get a talking piece.
2. Look at calendar for upcoming events
3. Mini-Lesson: Making a Reading Plan
Reading Challenge: I will make a my own personalized reading plan for the next three weeks to continue growing as a reader of fiction and non-fiction.
4. Independent Reading + Reading Assessments
5. Partner Share
Prepare for mini-council by sending one person in your group to get a talking piece.
2. Look at calendar for upcoming events
3. Mini-Lesson: Making a Reading Plan
Reading Challenge: I will make a my own personalized reading plan for the next three weeks to continue growing as a reader of fiction and non-fiction.
4. Independent Reading + Reading Assessments
5. Partner Share
readers workshop
may 20, 2016
Do Now:
Think-pair-share: How is Instagram helpful to our world? How is Instagram harmful to our world?
2. Mini-Lesson: Furthering my Research
Reading Challenge: I will take at least 10 notes on a Newsela article to further my research on the subject of my biography.
Think-pair-share: How is Instagram helpful to our world? How is Instagram harmful to our world?
2. Mini-Lesson: Furthering my Research
Reading Challenge: I will take at least 10 notes on a Newsela article to further my research on the subject of my biography.
readers workshop
may 19, 2016
Do Now:
Think-pair-share: Who could best answer the question "Why did Selena say she didn't want to get used to the good life?
2. Mini-Lesson: Answering Questions by Analyzing Evidence from First and Third Person Sources
Reading Challenge: I will research first and third person sources to answer my questions about the historical figure I am focusing on.
Selena Interview
Think-pair-share: Who could best answer the question "Why did Selena say she didn't want to get used to the good life?
2. Mini-Lesson: Answering Questions by Analyzing Evidence from First and Third Person Sources
Reading Challenge: I will research first and third person sources to answer my questions about the historical figure I am focusing on.
Selena Interview
3. Independent Reading and Note-Taking
readers workshop
may 18, 2016
Do Now:
Look at the image below.
With your partner, come up with as many questions as you can that you have about what's going on in the image.
Look at the image below.
With your partner, come up with as many questions as you can that you have about what's going on in the image.
2. Mini-Lesson: Asking Questions While I Read
Reading Challenge: I will practice developing questions while I read to think more closely about the setting, characters, and plot.
3. Independent Reading + Note-Taking
Reading Challenge: I will practice developing questions while I read to think more closely about the setting, characters, and plot.
3. Independent Reading + Note-Taking
readers workshop
may 16, 2016
Do Now:
In your table groups, have a mini-council.
Find a talking piece.
Share a rose and thorn from your weekend.
Practice LISTENING FROM THE HEART and SPEAKING FROM THE HEART.
If a question for a storytelling round comes up, have a storytelling round.
2. Mini-Lesson: Practicing Powerful Biography Reading
Reading Challenge: I will create and use a menu of important biography reading skills to get the most out of my reading time today and everyday.
3. Independent Reading
In your table groups, have a mini-council.
Find a talking piece.
Share a rose and thorn from your weekend.
Practice LISTENING FROM THE HEART and SPEAKING FROM THE HEART.
If a question for a storytelling round comes up, have a storytelling round.
2. Mini-Lesson: Practicing Powerful Biography Reading
Reading Challenge: I will create and use a menu of important biography reading skills to get the most out of my reading time today and everyday.
3. Independent Reading
READERS WORKSHOP
MAY 13, 2016
Do Now:
It's time to be REAL.
Think-pair-share: What do you usually do when you come to a tricky word in a book or article that you don't know?
2. Mini-Lesson:
Asking Myself: What Makes Sense?
Reading Challenge: I will know that powerful readers don't already know what every single word in a book means. I will work hard to figure out what tricky words mean by making a mental picture of what's going on in the part of the story and thinking about what makes sense.
3. Independent Reading
It's time to be REAL.
Think-pair-share: What do you usually do when you come to a tricky word in a book or article that you don't know?
2. Mini-Lesson:
Asking Myself: What Makes Sense?
Reading Challenge: I will know that powerful readers don't already know what every single word in a book means. I will work hard to figure out what tricky words mean by making a mental picture of what's going on in the part of the story and thinking about what makes sense.
3. Independent Reading
READERS WORKSHOP
MAY 12, 2016
Do Now:
Think about your own life:
Who has had a big influence on your life?
What role has that person played in your life? In your struggle?
Reading Challenge: I will note the role that other people have played in the subject's life. I will ask myself: 'Who influenced this character? What role did this person play in the famous person's struggle?
Read-Aloud: Side by Side, Lado a Lado
Independent Reading
Think about your own life:
Who has had a big influence on your life?
What role has that person played in your life? In your struggle?
Reading Challenge: I will note the role that other people have played in the subject's life. I will ask myself: 'Who influenced this character? What role did this person play in the famous person's struggle?
Read-Aloud: Side by Side, Lado a Lado
Independent Reading
READERS WORKSHOP
MAY 11, 2016
Do Now:
Think about your own life:
What struggle have you faced?
What action have you taken to face that struggle?
What does your action say about your character, or who you are on the inside?
Reading Challenge: I will identify the big challenge that the subject of my biography struggles to overcome. I will note how the subject deals with his or her challenge, and what these actions say about his or her character.
Inference Practice
Read-Aloud: Selena (Part 2)
Independent Reading
Exit Ticket: Explain one challenge that the subject of your biography faced. Explain how he/her dealt with the challenge, and what this says about his character.
Think about your own life:
What struggle have you faced?
What action have you taken to face that struggle?
What does your action say about your character, or who you are on the inside?
Reading Challenge: I will identify the big challenge that the subject of my biography struggles to overcome. I will note how the subject deals with his or her challenge, and what these actions say about his or her character.
Inference Practice
Read-Aloud: Selena (Part 2)
Independent Reading
Exit Ticket: Explain one challenge that the subject of your biography faced. Explain how he/her dealt with the challenge, and what this says about his character.
readers workshop
may 9, 2016
Do Now: Share a rose and a thorn from your weekend with your partner.
Reading Challenge: I will make inferences about character that are supported by evidence from the text. I will know that as I read on, I may need to revise my inferences to fit the evidence unfolds in the text.
Read-Aloud: Selena (Part 1)
Independent Reading
Reading Challenge: I will make inferences about character that are supported by evidence from the text. I will know that as I read on, I may need to revise my inferences to fit the evidence unfolds in the text.
Read-Aloud: Selena (Part 1)
Independent Reading
readers workshop
may 6, 2016
Breakfast Listening: Before 'Brown V. Board,' Mendez Fought California's Segregated Schools
1. Do Now:
Analyze the timeline to the left.
With your partner, answer the following questions:
How long were black people enslaved in America?
How long were black people segregated in America?
Reading Challenge: I will study the daily actions and speech of the famous person I am reading on. I will ask myself: What does his or her daily actions and speech tell me about him or her as a person?
Read-Aloud: Sojourner Truth
Analyze the timeline to the left.
With your partner, answer the following questions:
How long were black people enslaved in America?
How long were black people segregated in America?
Reading Challenge: I will study the daily actions and speech of the famous person I am reading on. I will ask myself: What does his or her daily actions and speech tell me about him or her as a person?
Read-Aloud: Sojourner Truth
readers workshop
may 5, 2016
1. Do Now:
Formulate your opinion to the following question:
Did Rosa Parks plan to sit in the white section of the bus?
Reading Challenge: I will investigate primary and secondary sources from the Montgomery bus boycott to answer the question: Did Rosa Parks plan to sit in the white section of the bus?
2. Set up Document Investigation Graphic Organizer
3. Read and investigate given documents by completing the graphic organizer
Formulate your opinion to the following question:
Did Rosa Parks plan to sit in the white section of the bus?
Reading Challenge: I will investigate primary and secondary sources from the Montgomery bus boycott to answer the question: Did Rosa Parks plan to sit in the white section of the bus?
2. Set up Document Investigation Graphic Organizer
3. Read and investigate given documents by completing the graphic organizer
READERS WORKSHOP
MAY 4, 2016
1. Do Now:
1. Take a close look at the images to the left. 2. Tell your partner what you know about this time in American history. Reading Challenge: I will keep track of the historical events, names, and terms that come up in the biography I am reading, and that are important to the life of the subject of my biography. 3. Martin Luther King Read-Aloud 4. Independent Reading and Note-Taking |
readers workshop
may 2, 2016
YOU CAN DO IT Linette, Diana, Martin, Kristopher, Ricardo, Evelyn, Zuleiska, Kaithleen, Vanessa, Monserrat, AND Dalixa!!!!
Please bring your book.
1. Do Now: Take a close look at Seurat's "A Day in the Park" in the library.
Go back and forth with your partner listing what you see in the setting of this painting.
3. Go to Writer's Workshop Lesson
readers workshop
may 2, 2016
1. Do Now:
Directions:
Go back and forth with your partner listing what you see in the setting of this mural.
2. Mini-Lesson
Reading Skill: Taking Introductory Notes on Main Character and Setting
Reading Challenge: I will read my biography and ask the same questions I ask at the start of any other story: Who is the main character? What is the setting of this character's life?
3. Independent Reading
4. Exit Ticket
______________________________________________________________________
"Freak the Mighty" Reflection Question
1. Which did you like more, the book or the movie? Why? Use specific evidence from the book and movie to support your answer.
Directions:
Go back and forth with your partner listing what you see in the setting of this mural.
2. Mini-Lesson
Reading Skill: Taking Introductory Notes on Main Character and Setting
Reading Challenge: I will read my biography and ask the same questions I ask at the start of any other story: Who is the main character? What is the setting of this character's life?
3. Independent Reading
4. Exit Ticket
______________________________________________________________________
"Freak the Mighty" Reflection Question
1. Which did you like more, the book or the movie? Why? Use specific evidence from the book and movie to support your answer.
readers workshop
april 26, 2016
How does this image show inspiration?
readers workshop
april 22, 2016
1. Do Now:
a. Have #3 at your table get your Reader's Workshop notebook.
b. Prepare to go to the computer lab by having your notebook and pencil/pen in your hand.
2. Practice testing seating chart
3. IXL Grammar Practice
4. Independent Fiction or Non-Fiction Reading
5. Check reading homework
6. Biography Mini-Conferences
a. Have #3 at your table get your Reader's Workshop notebook.
b. Prepare to go to the computer lab by having your notebook and pencil/pen in your hand.
2. Practice testing seating chart
3. IXL Grammar Practice
- M.1Is it a complete sentence or a fragment?
- M.2Is it a complete sentence or a run-on?
- M.3Is it a complete sentence, a fragment, or a run-on?
4. Independent Fiction or Non-Fiction Reading
5. Check reading homework
6. Biography Mini-Conferences
readers workshop
april 21, 2016
1. Do Now:
a. Have #2 at your table get your Reader's Workshop notebook.
b. Prepare to go to the computer lab by having your notebook and pencil/pen in your hand.
2. IXL Grammar Practice
a. Have #2 at your table get your Reader's Workshop notebook.
b. Prepare to go to the computer lab by having your notebook and pencil/pen in your hand.
2. IXL Grammar Practice
2. Mini Lesson: Editing my Writing
Challenge: I will practice editing my writing for capitalization, punctuation, and spelling.
5. Introduce our Four Famous Figures
Muhammad Ali
Malala Yousafzai
Cesar Chavez
6. Directions: Rank the following famous person in order of who you most want to focus on during the Biographies Unit (#1) to whom you least want to focus on during the Biographies Unit (#3).
Challenge: I will practice editing my writing for capitalization, punctuation, and spelling.
5. Introduce our Four Famous Figures
Muhammad Ali
Malala Yousafzai
Cesar Chavez
6. Directions: Rank the following famous person in order of who you most want to focus on during the Biographies Unit (#1) to whom you least want to focus on during the Biographies Unit (#3).
readers workshop
april 20, 2016
1. Do Now:
a. Have #1 at your table get your Reader's Workshop notebook.
b. Find the notes you took on the reading we did Monday to prepare to go to the computer lab
Reading Challenge: I will use evidence from the text and the power of my thinking to respond to questions on our biography reading.
2. Mini Lesson: Responding to Biography
3. Go to the computer lab
4. Google Form
5. Introduce our Four Famous Figures
Muhammad Ali
Malala Yousafzai
Cesar Chavez
6. Directions: Rank the following famous person in order of who you most want to focus on during the Biographies Unit (#1) to whom you least want to focus on during the Biographies Unit (#3).
a. Have #1 at your table get your Reader's Workshop notebook.
b. Find the notes you took on the reading we did Monday to prepare to go to the computer lab
Reading Challenge: I will use evidence from the text and the power of my thinking to respond to questions on our biography reading.
2. Mini Lesson: Responding to Biography
3. Go to the computer lab
4. Google Form
5. Introduce our Four Famous Figures
Muhammad Ali
Malala Yousafzai
Cesar Chavez
6. Directions: Rank the following famous person in order of who you most want to focus on during the Biographies Unit (#1) to whom you least want to focus on during the Biographies Unit (#3).
readers workshop
april 18, 2016
1. Do Now:
a. Have #4 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for word work:
EEE.1 Determine the meaning of idioms from context: set 1
2. Cover Page and Prior Knowledge Discussion: Biographies Unit
3. Mini-Lesson: Reading Biographies
Reading Challenge: I will read the biography Sonia Sotomayor: A Judge Grows in the Bronx to learn who Sonia really was much before she became famous, and to learn what made her great.
Essential Questions for Reading Biography:
Who is this person?
What are they like?
4. Exit Ticket
a. Have #4 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for word work:
EEE.1 Determine the meaning of idioms from context: set 1
2. Cover Page and Prior Knowledge Discussion: Biographies Unit
3. Mini-Lesson: Reading Biographies
Reading Challenge: I will read the biography Sonia Sotomayor: A Judge Grows in the Bronx to learn who Sonia really was much before she became famous, and to learn what made her great.
Essential Questions for Reading Biography:
Who is this person?
What are they like?
4. Exit Ticket
readers workshop
april 15, 2016
1. Do Now:
a. Have #3 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for word work:
i. Words with pre-
ii. Words with re-
iii. Words with sub-
iv. Words with mis-
v. Words with un-, dis-, in-, im-, and non-
2. Independent Reading
3. Partner Share Menu:
-Identify the author's point of view in the text and find the text that supports that author's point of view
-Find a word you don't know and define it using context clues
-Pick out the three main ideas of the text and write a summary
a. Have #3 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for word work:
i. Words with pre-
ii. Words with re-
iii. Words with sub-
iv. Words with mis-
v. Words with un-, dis-, in-, im-, and non-
2. Independent Reading
3. Partner Share Menu:
-Identify the author's point of view in the text and find the text that supports that author's point of view
-Find a word you don't know and define it using context clues
-Pick out the three main ideas of the text and write a summary
readers workshop
april 14, 2016
1. Do Now:
a. Have #3 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice:
i. Greek and Latin Roots with Context Clues
ii.Greek and Latin Roots
2. Mini-Lesson: Drawing Conclusions
Reading Challenge: I will draw conclusions about the text that can be supported with evidence.
3. Read Aloud Part 3
4. Independent Reading
5. Exit Ticket
a. Have #3 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice:
i. Greek and Latin Roots with Context Clues
ii.Greek and Latin Roots
2. Mini-Lesson: Drawing Conclusions
Reading Challenge: I will draw conclusions about the text that can be supported with evidence.
3. Read Aloud Part 3
4. Independent Reading
5. Exit Ticket
readers workshop
april 13, 2016
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice:
i. Greek and Latin Roots
ii. Greek and Latin Roots with Context Clues
2. Mini-Lesson: Tracing the Author's Point of View
Reading Challenge: I will trace the author's point of view to notice how it develops over the text.
3. Read Aloud Part 2
4. Independent Reading
5. Exit Ticket
a. Have #2 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice:
i. Greek and Latin Roots
ii. Greek and Latin Roots with Context Clues
2. Mini-Lesson: Tracing the Author's Point of View
Reading Challenge: I will trace the author's point of view to notice how it develops over the text.
3. Read Aloud Part 2
4. Independent Reading
5. Exit Ticket
readers workshop
april 11, 2016
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice:
i. Multiple Meaning Words
ii. Greek and Latin Roots
2. Mini-Lesson: Successfully Defining Words
Reading Challenge: I will think carefully about word meaning and context to successfully define words.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
a. Have #2 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice:
i. Multiple Meaning Words
ii. Greek and Latin Roots
2. Mini-Lesson: Successfully Defining Words
Reading Challenge: I will think carefully about word meaning and context to successfully define words.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
readers workshop
april 8, 2016
1. Do Now:
a. Take out your READO journals and open them to your April 3 entry.
b. Have #1 at your table get your Readers Workshop notebook.
c. Prepare to go to the computer lab for grammar practice.
2. Mini-Lesson: Idea of Part of a Text vs. Central Idea of the Whole Text
Reading Challenge: I will notice how certain parts of a text affect the central idea of the whole text.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
a. Take out your READO journals and open them to your April 3 entry.
b. Have #1 at your table get your Readers Workshop notebook.
c. Prepare to go to the computer lab for grammar practice.
2. Mini-Lesson: Idea of Part of a Text vs. Central Idea of the Whole Text
Reading Challenge: I will notice how certain parts of a text affect the central idea of the whole text.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
readers workshop
april 7, 2016
1. Do Now:
a. Have #3 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice.
2. Mini-Lesson: Summarizing the Central Idea
Reading Challenge: I will summarize the central idea of my reading, and identify the sentence that captures that idea.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
a. Have #3 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice.
2. Mini-Lesson: Summarizing the Central Idea
Reading Challenge: I will summarize the central idea of my reading, and identify the sentence that captures that idea.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
readers workshop
april 6, 2016
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice.
2. Mini-Lesson: Summarizing the Central Idea
Reading Challenge: I will summarize the central idea of my reading, and identify the sentence that captures that idea.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
a. Have #2 at your table get your Readers Workshop notebook.
b. Prepare to go to the computer lab for grammar practice.
2. Mini-Lesson: Summarizing the Central Idea
Reading Challenge: I will summarize the central idea of my reading, and identify the sentence that captures that idea.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
readers workshop
April 4, 2016
1. Do Now:
a. Have #1 at your table get your Readers Workshop notebook.
b. Think-pair-share: What can you infer about the reptile in the picture?
2. Mini-Lesson: READO Journal Character Entries
Reading Challenge: I will make inferences about characters, setting, and author's opinions that are supported by evidence from the text.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
a. Have #1 at your table get your Readers Workshop notebook.
b. Think-pair-share: What can you infer about the reptile in the picture?
2. Mini-Lesson: READO Journal Character Entries
Reading Challenge: I will make inferences about characters, setting, and author's opinions that are supported by evidence from the text.
3. Read Aloud
4. Independent Reading
5. Exit Ticket
readers workshop
april 1, 2016
1. Do Now:
a. Have #4 at your table get your Readers Workshop notebook.
b. Think-pair-share: Do you agree with the author's claim that diversity makes people smarter? Why or why not?
2. Culture Show and Tell
3. Mini-Lesson: Synthesizing Your Own Opinion
Reading Challenge: I will synthesize my own opinion about the benefits of diversity by using evidence from the editorial, and my own personal experience.
4. Independent Reading
a. Have #4 at your table get your Readers Workshop notebook.
b. Think-pair-share: Do you agree with the author's claim that diversity makes people smarter? Why or why not?
2. Culture Show and Tell
3. Mini-Lesson: Synthesizing Your Own Opinion
Reading Challenge: I will synthesize my own opinion about the benefits of diversity by using evidence from the editorial, and my own personal experience.
4. Independent Reading
readers workshop
March 31, 2016
1. Do Now:
a. Have #3 at your table get your Readers Workshop notebook.
b. Look through the following list and decide what is a fact, and what is an opinion.
i. When a classroom is diverse, there are many different cultures.
ii. Having many different cultures in one place causes problems.
iii. Some cultures are naturally smarter than other cultures.
2. Mini-Lesson: Finding Evidence that Supports the Author's Claim
Reading Challenge: I will find evidence that supports the author's claim in editorial non-fiction articles (continued).
3. Independent Reading
a. Have #3 at your table get your Readers Workshop notebook.
b. Look through the following list and decide what is a fact, and what is an opinion.
i. When a classroom is diverse, there are many different cultures.
ii. Having many different cultures in one place causes problems.
iii. Some cultures are naturally smarter than other cultures.
2. Mini-Lesson: Finding Evidence that Supports the Author's Claim
Reading Challenge: I will find evidence that supports the author's claim in editorial non-fiction articles (continued).
3. Independent Reading
readers workshop
march 30, 2016
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
b. Look through the following list and decide what is a fact, and what is an opinion.
i. There are people from different cultures at our school.
ii. It's better when everyone is from the same cultural heritage.
iii. School is more interesting when classmates come from many different cultures.
2. Investigating Diversity Activity
3. Mini-Lesson: Finding Evidence that Supports the Author's Claim
Reading Challenge: I will find evidence that supports the author's claim in editorial non-fiction articles.
3. Independent Reading
a. Have #2 at your table get your Readers Workshop notebook.
b. Look through the following list and decide what is a fact, and what is an opinion.
i. There are people from different cultures at our school.
ii. It's better when everyone is from the same cultural heritage.
iii. School is more interesting when classmates come from many different cultures.
2. Investigating Diversity Activity
3. Mini-Lesson: Finding Evidence that Supports the Author's Claim
Reading Challenge: I will find evidence that supports the author's claim in editorial non-fiction articles.
3. Independent Reading
readers workshop
march 17, 2016
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
b. Get ready to
2. Mini-Lesson: Part Versus Whole
Reading Challenge: I will pay close attention to the main idea in part of the section of the text and distinguish it from the main idea in the whole text.
3. Go to the computer lab
4. Read one to two articles on Newsela at your reading level.
a. Have #2 at your table get your Readers Workshop notebook.
b. Get ready to
2. Mini-Lesson: Part Versus Whole
Reading Challenge: I will pay close attention to the main idea in part of the section of the text and distinguish it from the main idea in the whole text.
3. Go to the computer lab
4. Read one to two articles on Newsela at your reading level.
readers workshop
march 14, 2016
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
b. Read through the words below. Try to organize the words into categories in your notebook.
Cars
Outer Space
Vehicle
Mars
Machines
Astronaut
Self-Driving
2. Mini-Lesson: Organizing Information into Categories (Continued)
Reading Challenge: I will earn a 4 on my Newsela quiz by using evidence to organize information into categories and to discover the main idea of paragraphs and sections in non-fiction text.
3. Go to the computer lab
4. Read one to two articles on Newsela at your reading level.
a. Have #2 at your table get your Readers Workshop notebook.
b. Read through the words below. Try to organize the words into categories in your notebook.
Cars
Outer Space
Vehicle
Mars
Machines
Astronaut
Self-Driving
2. Mini-Lesson: Organizing Information into Categories (Continued)
Reading Challenge: I will earn a 4 on my Newsela quiz by using evidence to organize information into categories and to discover the main idea of paragraphs and sections in non-fiction text.
3. Go to the computer lab
4. Read one to two articles on Newsela at your reading level.
readers workshop
march 10, 2016
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
b. Look carefully at the images above.
c. What three categories can you make to organize the images?
2. Mini-Lesson: Organizing Information into Categories
Reading Challenge: I will discover the main idea of paragraphs and sections in non-fiction text by using evidence to organize the information into categories.
a. Have #2 at your table get your Readers Workshop notebook.
b. Look carefully at the images above.
c. What three categories can you make to organize the images?
2. Mini-Lesson: Organizing Information into Categories
Reading Challenge: I will discover the main idea of paragraphs and sections in non-fiction text by using evidence to organize the information into categories.
readers workshop
march 9, 2016
Breakfast in the Classroom +
Think-pair-share:
Who are you dependent on?
Who is dependent on you?
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
2. Review homework READO expectations
3. Mini-Lesson: Text Dependent Questions
Reading Challenge: I will use evidence from the text to answer and create text-dependent questions.
Think-pair-share:
Who are you dependent on?
Who is dependent on you?
1. Do Now:
a. Have #2 at your table get your Readers Workshop notebook.
2. Review homework READO expectations
3. Mini-Lesson: Text Dependent Questions
Reading Challenge: I will use evidence from the text to answer and create text-dependent questions.
readers workshop
march 7, 2016
Breakfast in the Classroom +
Think-pair-share:
What do you know about the planet Mars?
1. Do Now:
a. Have #3 at your table get your Readers Workshop notebook.
2. Review homework READO expectations
3. Mini-Lesson: Introduction to Women in Space
Reading Challenge: I will learn more about the topic of Women in Space by reading an article from Newsela together as a class.
Think-pair-share:
What do you know about the planet Mars?
1. Do Now:
a. Have #3 at your table get your Readers Workshop notebook.
2. Review homework READO expectations
3. Mini-Lesson: Introduction to Women in Space
Reading Challenge: I will learn more about the topic of Women in Space by reading an article from Newsela together as a class.
readers workshop
march 4, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. Have #4 at your table get your Writers Workshop notebook and your Readers Workshop notebook. You will need both for today's class.
2. Stamp Reados
3. Mini-Lesson: Annotating to get 100%
Reading Challenge: I annotate the text in a Newsela article to back up my answer selections and earn 100% on the quiz.
4. Go to the Computer Lab to read a Newsela article and to complete a quiz
Join Reading Workshop Class: J7U3YQ
1. Do Now:
a. Have #4 at your table get your Writers Workshop notebook and your Readers Workshop notebook. You will need both for today's class.
2. Stamp Reados
3. Mini-Lesson: Annotating to get 100%
Reading Challenge: I annotate the text in a Newsela article to back up my answer selections and earn 100% on the quiz.
4. Go to the Computer Lab to read a Newsela article and to complete a quiz
Join Reading Workshop Class: J7U3YQ
READERS WORKSHOP
MARCH 3, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. Have #2 at your table get your Writers Workshop notebook and your Readers Workshop notebook. You will need both for today's class.
2. Goal Setting Check In
3. Mini-Lesson: Annotating Non-Fiction for Unknown Words and Main Ideas
Reading Challenge: I will comprehend and learn information from a Newsela article by annotating the text for unknown words and main ideas.
Join Reading Workshop Class: J7U3YQ
1. Do Now:
a. Have #2 at your table get your Writers Workshop notebook and your Readers Workshop notebook. You will need both for today's class.
2. Goal Setting Check In
3. Mini-Lesson: Annotating Non-Fiction for Unknown Words and Main Ideas
Reading Challenge: I will comprehend and learn information from a Newsela article by annotating the text for unknown words and main ideas.
Join Reading Workshop Class: J7U3YQ
readers workshop
march 2, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. Have #3 at your table get your Writers Workshop notebook and your Readers Workshop notebook. You will need both for today's class.
2. Goal Setting Check In
3. Mini-Lesson: Reading Non-Fiction for Comprehension
Reading Challenge: I will comprehend and learn information from a Newsela article by using clues to figure out the meaning of unknown words.
4. Go to the Computer Lab to read a Newsela article and to complete a quiz
Join Reading Workshop Class: J7U3YQ
1. Do Now:
a. Have #3 at your table get your Writers Workshop notebook and your Readers Workshop notebook. You will need both for today's class.
2. Goal Setting Check In
3. Mini-Lesson: Reading Non-Fiction for Comprehension
Reading Challenge: I will comprehend and learn information from a Newsela article by using clues to figure out the meaning of unknown words.
4. Go to the Computer Lab to read a Newsela article and to complete a quiz
Join Reading Workshop Class: J7U3YQ
readers workshop
february 29, 2016
Breakfast in the Classroom + Ask your partner to share one rose and one thorn from his or her weekend.
1. Do Now:
a. Have #3 at your table get your Writers Workshop notebook and your Readers Workshop notebook. You will need both for today's class.
2. Goal Setting
3. Mini-Lesson: Reading Non-Fiction for Comprehension
Reading Challenge: I will comprehend and learn information from a Newsela article close to my reading level by paying special attention to the author's purpose.
4. Go to the Computer Lab to read a Newsela article and to complete a quiz
1. Do Now:
a. Have #3 at your table get your Writers Workshop notebook and your Readers Workshop notebook. You will need both for today's class.
2. Goal Setting
3. Mini-Lesson: Reading Non-Fiction for Comprehension
Reading Challenge: I will comprehend and learn information from a Newsela article close to my reading level by paying special attention to the author's purpose.
4. Go to the Computer Lab to read a Newsela article and to complete a quiz
readers workshop
february 25, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. Take out your READO journal and reread what you wrote last night.
b. Circle any words you think you may have misspelled.
2. READO Responsibilities Check
3. Read-Aloud
4. Go to the Book Fair
1. Do Now:
a. Take out your READO journal and reread what you wrote last night.
b. Circle any words you think you may have misspelled.
2. READO Responsibilities Check
3. Read-Aloud
4. Go to the Book Fair
readers workshop
february 24, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. Take out your READO journal and reread what you wrote last night.
b. Circle any words you think you may have misspelled.
2. Read-Aloud
3. Mini-lesson: Determining Author's Purpose
Reading Challenge: I will figure out the author's purpose by paying attention to the organizational pattern while I read non-fiction texts.
4. Independent reading and note-taking
a. READO check
5. Partner Share:
What was the author's purpose for writing the book you read today?
1. Do Now:
a. Take out your READO journal and reread what you wrote last night.
b. Circle any words you think you may have misspelled.
2. Read-Aloud
3. Mini-lesson: Determining Author's Purpose
Reading Challenge: I will figure out the author's purpose by paying attention to the organizational pattern while I read non-fiction texts.
4. Independent reading and note-taking
a. READO check
5. Partner Share:
What was the author's purpose for writing the book you read today?
readers workshop
february 22, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
2. Read-Aloud
3. Mini-lesson: Selecting the Right Non-Fiction Text for Me
Reading Challenge: I will prepare to grow my non-fiction reading abilities by selecting the right non-fiction texts for me.
4. Independent reading
5. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
2. Read-Aloud
3. Mini-lesson: Selecting the Right Non-Fiction Text for Me
Reading Challenge: I will prepare to grow my non-fiction reading abilities by selecting the right non-fiction texts for me.
4. Independent reading
5. Partner Share
readers workshop
february 18, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. Pass out Writers Workshop folders
b. #4s, please go get your table's notebooks.
c. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
2. Read-Aloud
3. Mini-lesson: Learning Facts from Text Features
Reading Challenge: I will identify facts from text features found embedded in non-fiction texts.
4. Independent reading and annotating
a. READO check
5. Partner Share: Take turns sharing what you learned from the text-features in your reading today.
Sentence Frame: Did you know that.... ?
1. Do Now:
a. Pass out Writers Workshop folders
b. #4s, please go get your table's notebooks.
c. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
2. Read-Aloud
3. Mini-lesson: Learning Facts from Text Features
Reading Challenge: I will identify facts from text features found embedded in non-fiction texts.
4. Independent reading and annotating
a. READO check
5. Partner Share: Take turns sharing what you learned from the text-features in your reading today.
Sentence Frame: Did you know that.... ?
readers workshop
february 17, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. Pass out Writers Workshop folders
b. #4s, please go get your table's notebooks.
c. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
2. Read-Aloud
3. Mini-lesson: Learning the Main Ideas from Non-fiction Texts
Reading Challenge: I will identify the main ideas of a non-fiction text.
4. Independent reading and annotating
a. READO check
1. Do Now:
a. Pass out Writers Workshop folders
b. #4s, please go get your table's notebooks.
c. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
2. Read-Aloud
3. Mini-lesson: Learning the Main Ideas from Non-fiction Texts
Reading Challenge: I will identify the main ideas of a non-fiction text.
4. Independent reading and annotating
a. READO check
readers workshop
february 12, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Noticing the Parts of a Storyline While I Read
Reading Challenge: I will identify the parts of a storyline. I will notice the parts as I am reading and experiencing them.
4. Independent Reading
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Noticing the Parts of a Storyline While I Read
Reading Challenge: I will identify the parts of a storyline. I will notice the parts as I am reading and experiencing them.
4. Independent Reading
readers workshop
february 11, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Identifying the Parts of a Storyline
Reading Challenge: I will identify the parts of a storyline. I will notice the parts as I am reading and experiencing them.
4. Independent Reading
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Identifying the Parts of a Storyline
Reading Challenge: I will identify the parts of a storyline. I will notice the parts as I am reading and experiencing them.
4. Independent Reading
readers workshop
february 10, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Surfacing Big Questions
Reading Challenge: I will surface any big questions that my book has made me think about. I will write my answers to the big questions using specific evidence from the text.
4. Independent Reading
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Surfacing Big Questions
Reading Challenge: I will surface any big questions that my book has made me think about. I will write my answers to the big questions using specific evidence from the text.
4. Independent Reading
readers workshop
february 9, 2016
Breakfast in the Classroom + Kids Videos
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Inferring Theme
Reading Challenge: I will define inference. I will actively make inferences while I read to discover the complexity of character and theme.
4. Independent Reading
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Inferring Theme
Reading Challenge: I will define inference. I will actively make inferences while I read to discover the complexity of character and theme.
4. Independent Reading
readers workshop
february 8, 2016
Breakfast in the Classroom + Share a rose and thorn from your weekend with your partner.
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Re-Evaluating and Re-Setting Our SMART Goals
Reading Challenge: I will re-evaluate my reading goal, think about what I want, and set a new S.M.A.R.T that considers what I have reflected on.
4. Set this week's SMART goal
5. Independent Reading
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Re-Evaluating and Re-Setting Our SMART Goals
Reading Challenge: I will re-evaluate my reading goal, think about what I want, and set a new S.M.A.R.T that considers what I have reflected on.
4. Set this week's SMART goal
5. Independent Reading
readers workshop
february 4, 2016
Breakfast in the Classroom + Backpack Organization Checks + Collect Signed Forms
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I will pay close attention to spelling when creating my main events flow charts to both track the plot of the chapter, and to make sure my readers can understanding what I am sharing.
3. Mini-lesson: Spelling
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I will pay close attention to spelling when creating my main events flow charts to both track the plot of the chapter, and to make sure my readers can understanding what I am sharing.
3. Mini-lesson: Spelling
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
february 3, 2016
Breakfast in the Classroom + Backpack Organization Checks + Collect Signed Forms
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I will close read narrative text by creating main events flow charts to track the plot of the chapter.
3. Mini-lesson: Main Events Flow Chart ( continued)
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
february 2, 2016
Breakfast in the Classroom + Backpack Organization Checks + Collect Signed Forms
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I will close read narrative text by creating main events flow charts to track the plot of the chapter.
3. Mini-lesson: Main Events Flow Chart
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
february 1, 2016
Breakfast in the Classroom + Backpack Organization Checks + Collect Signed Forms
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I will improve my reading level by creating and achieving a SMART goal.
3. Mini-lesson: SMART Goals
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
january 29, 2016
Breakfast in the Classroom + Backpack Organization Checks + Collect Signed Forms
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I will close-read fiction by identifying the characters, setting, and main events of the plot.
3. Mini-lesson: Close-Reading Fiction (Continued)
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
january 28, 2016
Breakfast in the Classroom + Watch a Kindness, Empathy and Connection Short-Film
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I will close-read fiction by identifying the characters, setting, and main events of the plot.
3. Mini-lesson: Close-Reading Fiction
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
january 27, 2016
Breakfast in the Classroom + Watch a Kindness, Empathy and Connection Short-Film
1. Do Now:
a. Please sit in your Writers Workshop seats.
b. #3s, please get your table's Writers Workshop notebooks; Priscilla, Vanessa, Martin and Bryan, please pass out the writing folders.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
3. Reading and Writing Skill: Synthesizing my Research
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will prepare to draft an argument by stating a claim, giving reasons to back up that claim, and giving evidence to support each of my reasons.
readers workshop
january 26, 2016
Breakfast in the Classroom + Watch a Kindness, Empathy and Connection Short-Film
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
3. Reading/ Writing Skill: Studying a Model Argument
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will study a model argument essay to prepare to write my own.
4. Finish Exit Slip
readers workshop
january 25, 2016
Breakfast in the Classroom + Watch a Kindness, Empathy and Connection Short-Film
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I continue to compare and contrast the theme of my book to Wonder's by being a wide-awake reader.
3. Mini-lesson: Comparing and Contrasting Themes
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
january 24, 2016
Breakfast in the Classroom + Watch a Kindness, Empathy and Connection Short-Film
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud from Wonder
Reading Challenge: I will compare and contrast reading non-fiction to fiction.
3. Mini-lesson: Non-Fiction Reading Vs. Fiction
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
january 20, 2016
Breakfast in the Classroom + Watch a Kindness, Empathy and Connection Short-Film
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud a few chapters of Wonder
Reading Challenge: I will compare and contrast the similarities and differences between the theme of Wonder and the theme of my independent reading book.
3. Mini-lesson: Looking at Themes Across Texts
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Partner Share
readers workshop
january 19, 2016
Breakfast in the Classroom + Ted Talk: Violinist
1. Do Now:
a. #2s, please get WRITERS NOTEBOOKS!
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
Reading Challenge: I will identify the pros and cons of school uniforms from the Los Angeles Times article I read on Google Docs.
3. Return exit tickets/Peer tutoring on pro versus con evidence and examples
4. Mini-lesson: Identifying Pro and Con
Connection
Teach
Active-Engagement
Link
5. Go to the Computer Lab
6. Independent reading and note-taking on Google Docs
readers workshop
january 15, 2016
Breakfast in the Classroom + Kindness, Empathy and Connection Short-Films
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
Reading Challenge: I will read an article and paraphrase the main points by writing comments in Google Docs.
3. Mini-lesson: Paraphrasing versus Quoting
Connection
Teach
Active-Engagement
Link
4. Go to the Computer Lab
5. Independent reading and note-taking on Google Docs
Readers workshop
january 14, 2016
Breakfast in the Classroom + Kindness, Empathy and Connection Short-Films
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
Reading Challenge: I will identify the similarities and differences between fiction and nonfiction writing.
3. Mini-lesson: Types of Writing
Connection
Teach
Active-Engagement
Link
4. Independent Reading
5. Exit Ticket
readers workshop
January 13, 2016
Breakfast in the Classroom + Theme Brainpop Video
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Give new students class jobs and discuss reading chair schedule
3. Read-Aloud
4. Mini-lesson: Authoring Ideas about Text
I will have a conversation with my partner to help us both use precise words to express what we really mean to say about the theme of Wonder.
Conversational Prompts to Help Partner Talk Go Well
-Perhaps it's because...
-Or maybe it's...
-Another thing it could be...
-This connects to earlier in the story when...
-That reminds me of...
-A stronger word to describe that is..
-This seems significant because...
-Do you mean to say that... ?
5. Independent Reading
Reading conferences
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Give new students class jobs and discuss reading chair schedule
3. Read-Aloud
4. Mini-lesson: Authoring Ideas about Text
I will have a conversation with my partner to help us both use precise words to express what we really mean to say about the theme of Wonder.
Conversational Prompts to Help Partner Talk Go Well
-Perhaps it's because...
-Or maybe it's...
-Another thing it could be...
-This connects to earlier in the story when...
-That reminds me of...
-A stronger word to describe that is..
-This seems significant because...
-Do you mean to say that... ?
5. Independent Reading
Reading conferences
readers workshop
January 12, 2016
Breakfast in the Classroom + Read our new superintendent's biography below:
Michelle King is the superintendent of schools of the Los Angeles Unified School District, the second-largest district in the nation. She is responsible for creating policy and making recommendations to the members of the Los Angeles Board of Education, creating the conditions for success for all students and staff.
Ms. King is a proud product of L.A. Unified, having attended Century Park and Windsor elementary schools, Palms Junior High School, and Palisades High School. She has dedicated her 30-year career to the students of L.A. Unified, having worked as a teacher, coordinator, assistant principal, principal, chief administrator of secondary instruction, local district superintendent, chief of staff to the superintendent, senior deputy superintendent, and chief deputy superintendent.
As a veteran educator, instruction is Ms. King's strength. She is committed to ensuring that all students have access to the tools they need to prepare for college and career opportunities. She has led district-wide reforms to increase graduation rates, particularly among traditionally under-represented populations. She has also been a champion of programs such as Restorative Justice, aimed at keeping students in school and improving citizenship.
Ms. King holds a bachelor of biology from the University of California, Los Angeles, a master of science in administration from Pepperdine University, and is currently pursuing a doctorate in education at the University of Southern California. She was recently named "Woman of the Year" by the non-profit organization Woman On Target, and advocacy group supporting leaders in Southern California's African-American community.
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: What is a theme?
I will develop an understanding of the theme of Wonder by thinking of everything I know about the characters, plot, and setting.
4. Independent Reading
Reading conferences
Michelle King is the superintendent of schools of the Los Angeles Unified School District, the second-largest district in the nation. She is responsible for creating policy and making recommendations to the members of the Los Angeles Board of Education, creating the conditions for success for all students and staff.
Ms. King is a proud product of L.A. Unified, having attended Century Park and Windsor elementary schools, Palms Junior High School, and Palisades High School. She has dedicated her 30-year career to the students of L.A. Unified, having worked as a teacher, coordinator, assistant principal, principal, chief administrator of secondary instruction, local district superintendent, chief of staff to the superintendent, senior deputy superintendent, and chief deputy superintendent.
As a veteran educator, instruction is Ms. King's strength. She is committed to ensuring that all students have access to the tools they need to prepare for college and career opportunities. She has led district-wide reforms to increase graduation rates, particularly among traditionally under-represented populations. She has also been a champion of programs such as Restorative Justice, aimed at keeping students in school and improving citizenship.
Ms. King holds a bachelor of biology from the University of California, Los Angeles, a master of science in administration from Pepperdine University, and is currently pursuing a doctorate in education at the University of Southern California. She was recently named "Woman of the Year" by the non-profit organization Woman On Target, and advocacy group supporting leaders in Southern California's African-American community.
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: What is a theme?
I will develop an understanding of the theme of Wonder by thinking of everything I know about the characters, plot, and setting.
4. Independent Reading
Reading conferences
Readers workshop
January 11, 2016
WELCOME BACK
STUDIO SCHOOL SIXTH GRADERS!
Breakfast in the Classroom + Talk with your tables:
What was the rose of your Winter Break?
What was the thorn of your Winter Break?
What are you looking forward to during the second semester of sixth grade?
What are you not looking forward to during the second semester of sixth grade?
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Welcome Back Council
a. Dedications
b. Speed-Rounds
c. Story-Telling
d. Link-Up Game
4. Mini-lesson: Reviewing Reader's Workshop Tool-Box
I will create a list of the strategies I have learned and practiced in Reader's Workshop to improve as a reader and thinker. These strategies will help me increase my reading level by 3 or more letters.
5. Independent Reading
Reading conferences
STUDIO SCHOOL SIXTH GRADERS!
Breakfast in the Classroom + Talk with your tables:
What was the rose of your Winter Break?
What was the thorn of your Winter Break?
What are you looking forward to during the second semester of sixth grade?
What are you not looking forward to during the second semester of sixth grade?
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Welcome Back Council
a. Dedications
b. Speed-Rounds
c. Story-Telling
d. Link-Up Game
4. Mini-lesson: Reviewing Reader's Workshop Tool-Box
I will create a list of the strategies I have learned and practiced in Reader's Workshop to improve as a reader and thinker. These strategies will help me increase my reading level by 3 or more letters.
5. Independent Reading
Reading conferences
readers workshop
december 15, 2015
Breakfast in the Classroom + Hour of Code
1. Do Now:
a. You will not need any materials for today's reading class
b. Prepare to listen to Wonder.
1. Read Wonder
2. Mini-Lesson: Hour of Code
3. Go to the Computer Lab
4. Click Hour of Code to begin.
1. Do Now:
a. You will not need any materials for today's reading class
b. Prepare to listen to Wonder.
1. Read Wonder
2. Mini-Lesson: Hour of Code
3. Go to the Computer Lab
4. Click Hour of Code to begin.
readers workshop
december 14, 2015
Breakfast in the Classroom + Talk with your tables:
What was your rose of the showcase?
What was thorn?
How did you think it went?
What would you change if you could go back and do it again?
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Setting a SMART Goal
I will calculate the number of pages I read last week to set a SMART goal to accomplish this week.
4. Independent Reading
Reading conferences
What was your rose of the showcase?
What was thorn?
How did you think it went?
What would you change if you could go back and do it again?
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Setting a SMART Goal
I will calculate the number of pages I read last week to set a SMART goal to accomplish this week.
4. Independent Reading
Reading conferences
readers workshop
december 8, 2015
Breakfast in the Classroom + Talk: What are your expectations of the Winter Showcase? What are you fearful about? What are you excited for?
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Setting a SMART Goal
I will calculate the number of pages I read this week to set a SMART goal to accomplish next week.
4. Independent Reading
Reading conferences
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Setting a SMART Goal
I will calculate the number of pages I read this week to set a SMART goal to accomplish next week.
4. Independent Reading
Reading conferences
readers workshop
december 7, 2015
Breakfast in the Classroom + Share a rose and thorn from your weekend with your partner.
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Including the Main Events
4. Go to the computer lab
5. Click here to start your reflection and assessment form.
6. When you are done, you may practice your typing skills by clicking here, or you may read your independent reading book.
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Prepare to listen to Wonder.
2. Read-Aloud
3. Mini-lesson: Including the Main Events
4. Go to the computer lab
5. Click here to start your reflection and assessment form.
6. When you are done, you may practice your typing skills by clicking here, or you may read your independent reading book.
readers workshop
december 4, 2015
Breakfast in the Classroom + Ted Talk
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Look through each of your READO journal entries from this week. Think to yourself: How many did I complete? Which am I most proud of? Why?
2. Read Wonder
3. Reading Skill:
Reading Challenge: I will create a SMART goal for my reading next week by calculating how many pages I read this week in Readers Workshop and at home.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Look through each of your READO journal entries from this week. Think to yourself: How many did I complete? Which am I most proud of? Why?
2. Read Wonder
3. Reading Skill:
Reading Challenge: I will create a SMART goal for my reading next week by calculating how many pages I read this week in Readers Workshop and at home.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
december 3, 2015
Breakfast in the Classroom + Ted Talk
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Read over what you wrote in your journal last night. Think to yourself: What did you do well? What can you do to improve your journal tonight?
NOTE: If you did not write in your READO journal last night, please write your parent a letter explaining:
i. How do you do your READO homework?
ii. How you need their support in completing the READO homework.
iii. Why the READO homework is important to your life.
2. Read Wonder
+ Stamp journals
3. Reading Skill:
Reading Challenge: I will notice characters' different points of view on issues they are facing in their lives. I will create a thinking map to categorize the similarities and differences of their points of view.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Read over what you wrote in your journal last night. Think to yourself: What did you do well? What can you do to improve your journal tonight?
NOTE: If you did not write in your READO journal last night, please write your parent a letter explaining:
i. How do you do your READO homework?
ii. How you need their support in completing the READO homework.
iii. Why the READO homework is important to your life.
2. Read Wonder
+ Stamp journals
3. Reading Skill:
Reading Challenge: I will notice characters' different points of view on issues they are facing in their lives. I will create a thinking map to categorize the similarities and differences of their points of view.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
december 2, 2015
Breakfast in the Classroom + Ted Talk
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Read over what you wrote in your journal last night. Think to yourself: What did you do well? What can you do to improve your journal tonight?
NOTE: If you did not write in your READO journal last night, please write your parent a letter explaining:
i. How do you do your READO homework?
ii. How you need their support in completing the READO homework.
iii. Why the READO homework is important to your life.
2. Read Wonder
+ Stamp journals
3. Reading Skill:
Reading Challenge: I will notice characters' different points of view on issues they are facing in their lives. I will create a thinking map to categorize the similarities and differences of their points of view.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Read over what you wrote in your journal last night. Think to yourself: What did you do well? What can you do to improve your journal tonight?
NOTE: If you did not write in your READO journal last night, please write your parent a letter explaining:
i. How do you do your READO homework?
ii. How you need their support in completing the READO homework.
iii. Why the READO homework is important to your life.
2. Read Wonder
+ Stamp journals
3. Reading Skill:
Reading Challenge: I will notice characters' different points of view on issues they are facing in their lives. I will create a thinking map to categorize the similarities and differences of their points of view.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
Readers workshop
December 1, 2015
Breakfast in the Classroom + Hackschooling Ted Talk
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Read over what you wrote in your journal. Think to yourself: What did you do well? What can you do to improve your journal tonight?
2. Read Wonder
3. Reading Skill: Life Issues
Reading Challenge: I will identify common issues that are addressed in books. I will practice describing an issue from the book Wonder.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, your READO JOURNAL and your plastic bag with reading book.
c. Read over what you wrote in your journal. Think to yourself: What did you do well? What can you do to improve your journal tonight?
2. Read Wonder
3. Reading Skill: Life Issues
Reading Challenge: I will identify common issues that are addressed in books. I will practice describing an issue from the book Wonder.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
november 30, 2015
Breakfast in the Classroom + Man Versus Food
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Share a rose and thorn from your Thanksgiving Break with your reading partner.
2. Read Wonder
3. Reading Skill: Reading Bingo
Reading Challenge: I will deepen my thinking about my reading by selecting and completing a READO prompt in my new reader's journal.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Share a rose and thorn from your Thanksgiving Break with your reading partner.
2. Read Wonder
3. Reading Skill: Reading Bingo
Reading Challenge: I will deepen my thinking about my reading by selecting and completing a READO prompt in my new reader's journal.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
november 20, 2015
Breakfast in the Classroom + Thanksgiving Brain Pop Video
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Take out your reading homework. Read through each day and edit your writing for capitalization, punctuation, and spelling.
2. Set Thanksgiving Break Reading Goal
3. Independent Reading
a. Individual Conferencing
4. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Take out your reading homework. Read through each day and edit your writing for capitalization, punctuation, and spelling.
2. Set Thanksgiving Break Reading Goal
3. Independent Reading
a. Individual Conferencing
4. Partner Share
readers workshop
november 19, 2015
Breakfast in the Classroom + Kid President
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Attending to the Objects that Reveal Characters (continued)
Reading Challenge:
I will pay special attention to the objects that characters hold close to their hearts. I will see these objects as a window into what the character is really like.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Attending to the Objects that Reveal Characters (continued)
Reading Challenge:
I will pay special attention to the objects that characters hold close to their hearts. I will see these objects as a window into what the character is really like.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
november 18, 2015
Breakfast in the Classroom + Ted Talk
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Attending to the Objects that Reveal Characters (continued)
Reading Challenge:
I will pay special attention to the objects that characters hold close to their hearts. I will see these objects as a window into what the character is really like.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Attending to the Objects that Reveal Characters (continued)
Reading Challenge:
I will pay special attention to the objects that characters hold close to their hearts. I will see these objects as a window into what the character is really like.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
november 17, 2015
Breakfast in the Classroom + Ted Talk
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Attending to the Objects that Reveal Characters
Reading Challenge:
I will pay special attention to the objects that characters hold close to their hearts. I will see these objects as a window into what the character is really like.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Attending to the Objects that Reveal Characters
Reading Challenge:
I will pay special attention to the objects that characters hold close to their hearts. I will see these objects as a window into what the character is really like.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
november 16, 2015
Breakfast in the Classroom + Ted Talk
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Pass back homework and goals.
4. Calculate the number of pages you read last week. Set a new page goal for this week.
5. Mini-Lesson: What is the Story Really About?
Reading Challenges:
I will figure out what the story is really about by putting myself in the characters shoes, and by noticing when the big change in the story happens.
6. Independent Reading
a. Individual Conferencing
7. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Pass back homework and goals.
4. Calculate the number of pages you read last week. Set a new page goal for this week.
5. Mini-Lesson: What is the Story Really About?
Reading Challenges:
I will figure out what the story is really about by putting myself in the characters shoes, and by noticing when the big change in the story happens.
6. Independent Reading
a. Individual Conferencing
7. Partner Share
readers workshop
november 13, 2015
Breakfast in the Classroom + Ted Talk
1. Do Now:
Think-pair-share: How can you make sure a book is at your just-right reading level?
2. Collect homework
3. Visit our school library
1. Do Now:
Think-pair-share: How can you make sure a book is at your just-right reading level?
2. Collect homework
3. Visit our school library
Readers Workshop
november 12, 2015
Breakfast in the Classroom + Ted Talk
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Self-assess last night's homework completion
4. Mini-Lesson: Annotating Short Story Texts
Reading Challenges:
I will thoughtfully annotate a short story text, noting the characters, the setting, and the plot.
5. Select short stories
6. Independent Reading
a. Individual Conferencing
7. Partner Share
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Self-assess last night's homework completion
4. Mini-Lesson: Annotating Short Story Texts
Reading Challenges:
I will thoughtfully annotate a short story text, noting the characters, the setting, and the plot.
5. Select short stories
6. Independent Reading
a. Individual Conferencing
7. Partner Share
readers workshop
november 10, 2015
Breakfast in the Classroom + Learn about the Armed Forces
1. Do Now:
a. Please wait to receive your Writing Folder.
b. Reread what we have wrote of our class essay so far.
2. Read-Aloud Wonder
3. Finish writing our class essay
4. Read aloud to our partners.
5. (If time) Independent Reading
a. Individual Conferencing
6. Partner Share
1. Do Now:
a. Please wait to receive your Writing Folder.
b. Reread what we have wrote of our class essay so far.
2. Read-Aloud Wonder
3. Finish writing our class essay
4. Read aloud to our partners.
5. (If time) Independent Reading
a. Individual Conferencing
6. Partner Share
readers workshop
november 9, 2015
Breakfast in the Classroom + Share a rose and thorn from your weekend with your reading partner
1. Do Now:
Think-pair-share: What test-taking strategies can you use on the SRI test that you have used before on other reading tests you've taken?
2. Pass back and discuss homework expectations for this week
3. Go to computer lab
4. Take the SRI Test.
1. Do Now:
Think-pair-share: What test-taking strategies can you use on the SRI test that you have used before on other reading tests you've taken?
2. Pass back and discuss homework expectations for this week
3. Go to computer lab
4. Take the SRI Test.
READERS WORKSHOP
NOVEMBER 6, 2015
Breakfast in the Classroom + Biographical Movie about Temple Grandin
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Turn in homework
4. Mini-Lesson: What do Actions Reveal?
Reading Challenge: I will recognize that characters' actions give us clues to figure out their internal emotions (the feelings going on inside of them). I will interpret those clues by completing a "Say, Mean, Matter" entry.
5. Independent Reading
a. Individual Conferencing
6. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Turn in homework
4. Mini-Lesson: What do Actions Reveal?
Reading Challenge: I will recognize that characters' actions give us clues to figure out their internal emotions (the feelings going on inside of them). I will interpret those clues by completing a "Say, Mean, Matter" entry.
5. Independent Reading
a. Individual Conferencing
6. Partner Share
readers workshop
november 5, 2015
Breakfast in the Classroom + Biographical Movie about Temple Grandin
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mid-week self-assessment of homework.
4. Mini-Lesson: What do Actions Reveal?
Reading Challenge: I will recognize that characters' actions give us clues to figure out their internal emotions (the feelings going on inside of them). I will interpret those clues by completing a "Say, Mean, Matter" entry.
5. Independent Reading
a. Individual Conferencing
6. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mid-week self-assessment of homework.
4. Mini-Lesson: What do Actions Reveal?
Reading Challenge: I will recognize that characters' actions give us clues to figure out their internal emotions (the feelings going on inside of them). I will interpret those clues by completing a "Say, Mean, Matter" entry.
5. Independent Reading
a. Individual Conferencing
6. Partner Share
readers workshop
november 4, 2015
Breakfast in the Classroom + Biographical Movie about Temple Grandin
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mid-week self-assessment of homework.
4. Mini-Lesson: What do Actions Reveal?
Reading Challenge: I will recognize that characters' actions give us clues to figure out their internal emotions (the feelings going on inside of them). I will interpret those clues to figure out the protagonist's thoughts, feelings, and changes.
5. Independent Reading
a. Individual Conferencing
6. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mid-week self-assessment of homework.
4. Mini-Lesson: What do Actions Reveal?
Reading Challenge: I will recognize that characters' actions give us clues to figure out their internal emotions (the feelings going on inside of them). I will interpret those clues to figure out the protagonist's thoughts, feelings, and changes.
5. Independent Reading
a. Individual Conferencing
6. Partner Share
readers workshop
november 3, 2015
Breakfast in the Classroom + Biographical Movie about Temple Grandin
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Making Honest, Important Reading S.M.A.R.T. Goals
Reading Challenge: I will stop and think about my reading progress to create a S.M.A.R.T. goal that will help me grow as a reader to higher levels this week.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Making Honest, Important Reading S.M.A.R.T. Goals
Reading Challenge: I will stop and think about my reading progress to create a S.M.A.R.T. goal that will help me grow as a reader to higher levels this week.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
Readers workshop
november 2, 2015
Breakfast in the Classroom + Share a "rose" and "thorn" from your weekend with your reading partner
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Hand out homework and model
4. Mini-Lesson: Noticing the Actions of Characters
Reading Challenge: I will notice the actions of my character, and I will think: "How else could that person have acted?"
5. Independent Reading
a. Individual Conferencing
6. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Hand out homework and model
4. Mini-Lesson: Noticing the Actions of Characters
Reading Challenge: I will notice the actions of my character, and I will think: "How else could that person have acted?"
5. Independent Reading
a. Individual Conferencing
6. Partner Share
readers workshop
october 30, 2015
Breakfast in the Classroom + Biographical Movie about Temple Grandin
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Self-assess and turn in homework.
4. Mini-Lesson: Shining a Light on the Complications of Characters (continued)
Reading Challenge: I will grow and revise my understanding of the protagonist of my book as I learn more about him or her.
Essential Questions:
What might motivate someone (your character) to act this way? What might be behind their actions?
What might this show about the character's struggles?
5. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Self-assess and turn in homework.
4. Mini-Lesson: Shining a Light on the Complications of Characters (continued)
Reading Challenge: I will grow and revise my understanding of the protagonist of my book as I learn more about him or her.
Essential Questions:
What might motivate someone (your character) to act this way? What might be behind their actions?
What might this show about the character's struggles?
5. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
october 29, 2015
Breakfast in the Classroom + Biographical Movie about Temple Grandin
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Shining a Light on the Complications of Characters (continued)
Reading Challenge: I will look for patterns in the protogonist's actions to figure out their thoughts and motivations.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Shining a Light on the Complications of Characters (continued)
Reading Challenge: I will look for patterns in the protogonist's actions to figure out their thoughts and motivations.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
october 28, 2015
Breakfast in the Classroom + Biographical Movie about Temple Grandin
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Shining a Light on the Complications of Characters
Reading Challenge: I will notice the actions of characters in my book. I will realize that the actions are choices that reveal information about the character.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Shining a Light on the Complications of Characters
Reading Challenge: I will notice the actions of characters in my book. I will realize that the actions are choices that reveal information about the character.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
october 27, 2015
Breakfast in the Classroom + Biographical Movie about Temple Grandin
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson:
Setting Annual Goals
Reading Challenge: I will analyze my CELDT, SRI, and Reader's Workshop grade to set an informed annual S.M.A.R.T. goal.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson:
Setting Annual Goals
Reading Challenge: I will analyze my CELDT, SRI, and Reader's Workshop grade to set an informed annual S.M.A.R.T. goal.
4. Independent Reading
a. Individual Conferencing
5. Partner Share
readers workshop
october 26, 2015
Breakfast in the Classroom + Day of the Dead Presentation
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Review grades and assign homework
4. Mini-Lesson:
Talking to Grow Theories about Characters
Reading Challenge: I will read like I am a character in my book, but also like I'm a professor, growing intellectual ideas about my book.
5. Independent Reading
a. Individual Conferencing
6. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Review grades and assign homework
4. Mini-Lesson:
Talking to Grow Theories about Characters
Reading Challenge: I will read like I am a character in my book, but also like I'm a professor, growing intellectual ideas about my book.
5. Independent Reading
a. Individual Conferencing
6. Partner Share
readers workshop
october 23, 2015
Breakfast in the Classroom + Begin the Biographical Movie
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Homework self-assessment
4. Mini-Lesson:
Retelling Chapters by Starting with Now and Backing Up
Reading Challenge: I will summarize the most recent chapter I've read aloud by thinking back to earlier parts of the book that make this chapter's events more meaningful than they would be own their own.
5. Small-Group Conferencing
6. Written Retelling
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Homework self-assessment
4. Mini-Lesson:
Retelling Chapters by Starting with Now and Backing Up
Reading Challenge: I will summarize the most recent chapter I've read aloud by thinking back to earlier parts of the book that make this chapter's events more meaningful than they would be own their own.
5. Small-Group Conferencing
6. Written Retelling
readers workshop
october 22, 2015
Breakfast in the Classroom + Sotomayor's Nomination Speech
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson:
Retelling Chapters by Starting with Now and Backing Up
Reading Challenge: I will summarize the most recent chapter I've read by thinking back to earlier parts of the book that make this chapter's events more meaningful than they would be own their own.
4. Small-Group Conferencing
5. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson:
Retelling Chapters by Starting with Now and Backing Up
Reading Challenge: I will summarize the most recent chapter I've read by thinking back to earlier parts of the book that make this chapter's events more meaningful than they would be own their own.
4. Small-Group Conferencing
5. Partner Share
readers workshop
october 21, 2015
Breakfast in the Classroom + Who is Justice Sotomayor?
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Retelling Chapters by Starting at the Beginning
Reading Challenge: I will retell what happens in my reading by starting at the beginning and by taking big steps through the timeline of events, telling only the key parts.
4. Small-Group Conferencing
5. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Retelling Chapters by Starting at the Beginning
Reading Challenge: I will retell what happens in my reading by starting at the beginning and by taking big steps through the timeline of events, telling only the key parts.
4. Small-Group Conferencing
5. Partner Share
readers workshop
october 20, 2015
Breakfast in the Classroom + Watch Temple Grandin's Ted Talk
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Retelling Chapters by Starting at the Beginning
Reading Challenge: I will retell what happens in my reading by starting at the beginning and by taking big steps through the timeline of events, telling only the key parts.
4. Small-Group Conferencing
5. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Retelling Chapters by Starting at the Beginning
Reading Challenge: I will retell what happens in my reading by starting at the beginning and by taking big steps through the timeline of events, telling only the key parts.
4. Small-Group Conferencing
5. Partner Share
readers workshop
october 19, 2015
Breakfast in the Classroom + Autism
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Pass back homework
4. Check in and refine reading goals.
a. Was your reading goal attainable? Did you actually complete it?
b. Was your reading goal challenging enough?
c. What MORE do you want to do to improve on your reading this week?
5. Continue the reading challenge: I will name the protaganist in my novel, and the secondary characters of my novel. I will notice their similarities and differences.
6. Small-Group Conferencing
7. Partner Share
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Pass back homework
4. Check in and refine reading goals.
a. Was your reading goal attainable? Did you actually complete it?
b. Was your reading goal challenging enough?
c. What MORE do you want to do to improve on your reading this week?
5. Continue the reading challenge: I will name the protaganist in my novel, and the secondary characters of my novel. I will notice their similarities and differences.
6. Small-Group Conferencing
7. Partner Share
readers workshop
october 16, 2015
Breakfast in the Classroom + Plagiarism
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Check-in about Art Contest; Read-Aloud Wonder
3. Self-grade homework & turn in
4. Mini-Lesson: Protaganists and Secondary Characters
Reading Challenge: I will name the protaganist in my novel, and the secondary characters of my novel. I will notice their similarities and differences.
5. Small-Group Conferencing
6. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Check-in about Art Contest; Read-Aloud Wonder
3. Self-grade homework & turn in
4. Mini-Lesson: Protaganists and Secondary Characters
Reading Challenge: I will name the protaganist in my novel, and the secondary characters of my novel. I will notice their similarities and differences.
5. Small-Group Conferencing
6. Partner Share
readers workshop
october 15, 2015
Breakfast in the Classroom + Council for Gabby
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Protaganists and Secondary Characters
Reading Challenge: I will name the protaganist in my novel, and the secondary characters of my novel. I will notice their similarities and differences.
4. Small-Group Conferencing
5. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER, your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Mini-Lesson: Protaganists and Secondary Characters
Reading Challenge: I will name the protaganist in my novel, and the secondary characters of my novel. I will notice their similarities and differences.
4. Small-Group Conferencing
5. Partner Share
readers workshop
october 14, 2015
Breakfast in the Classroom + Computer Viruses
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Homework check & model
4. Mini-Lesson: Checking in on Goals with my Reading Partner
Reading Challenge: I will hold my reading partner accountable for his/her S.M.A.R.T. goal by discussing his/her progress since yesterday.
a. Small-group conferencing on goals
b. Checking in with partner on goals
c. Individual conferencing on finding the problem and citing evidence
5. Partner Share
readers workshop
october 13, 2015
Breakfast in the Classroom + Information Privacy
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Homework check & model
4. Mini-Lesson: Setting Goals with my Reading Partner
Reading Challenge: I will commit to improving my reading skills with my reading partner by setting a S.M.A.R.T. goal for the week.
5. Small-Group Conferencing
6. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Take out your READING FOLDER with your HOMEWORK, your pencil or pen, and your plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Homework check & model
4. Mini-Lesson: Setting Goals with my Reading Partner
Reading Challenge: I will commit to improving my reading skills with my reading partner by setting a S.M.A.R.T. goal for the week.
5. Small-Group Conferencing
6. Partner Share
readers workshop
october 12, 2015
Breakfast in the Classroom + Cyberbullying
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Pass out and discuss homework
4. Move seating chart to accommodate reading partners
5. Mini-Lesson: Setting Goals with my Reading Partner
Reading Challenge: I will interview my reading partner to figure out what books we might like to read together this year.
a. What is your reading level?
b. What grade level are you reading at?
c. What kinds of books do you like to read?
d. What kinds of books do you dislike reading?
e. What first book at our level do you want to try to read together this year?
4. Continue reading assessments while students read independently.
6. Partner Share
readers workshop
october 13, 2015
Breakfast in the Classroom + Information Privacy
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Check in with partner and homework
4. Mini-Lesson: Followinging Characters into Meaning
5. Independent Reading
6. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Check in with partner and homework
4. Mini-Lesson: Followinging Characters into Meaning
5. Independent Reading
6. Partner Share
readers workshop
october 9, 2015
Breakfast in the Classroom + : Hispanic Heritage Month Documentary
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Entrance Slip with Cited Evidence: What is the main event of the chapter today? What does the main event cause? Why is the main event important?
The main event of the chapter today was... This caused...This is important because...
5. Continue reading assessments while students read independently.
6. Partner Share
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Entrance Slip with Cited Evidence: What is the main event of the chapter today? What does the main event cause? Why is the main event important?
The main event of the chapter today was... This caused...This is important because...
5. Continue reading assessments while students read independently.
6. Partner Share
readers workshop
october 8, 2015
Breakfast in the Classroom + Hispanic Heritage Month Documentary
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Finish the Citing Evidence Assessment
5. Continue reading assessments while students read independently.
6. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Finish the Citing Evidence Assessment
5. Continue reading assessments while students read independently.
6. Partner Share
readers workshop
october 7, 2015
Breakfast in the Classroom + Digital Etiquette
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Mini-Lesson: Citing Evidence (Part 2)
5. Complete the "Citing Evidence" practice page.
6. Continue reading assessments while students read independently.
7. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Mini-Lesson: Citing Evidence (Part 2)
5. Complete the "Citing Evidence" practice page.
6. Continue reading assessments while students read independently.
7. Partner Share
readers workshop
october 6, 2015
Breakfast in the Classroom + Cell Phones
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Entrance Slip: What is the main event of the chapter today? What does the main event cause? Why is the main event important?
The main event of the chapter today was... This caused...
5. Continue reading assessments while students read independently.
6. Partner Share
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Entrance Slip: What is the main event of the chapter today? What does the main event cause? Why is the main event important?
The main event of the chapter today was... This caused...
5. Continue reading assessments while students read independently.
6. Partner Share
readers workshop
october 5, 201
Breakfast in the Classroom + E-mail and IM Video + Class Business
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Think of a rose and thorn from your weekend. When you and your reading partner are ready, think-pair-share.
2. Read-Aloud Wonder
3. Discuss homework for this week
4. Mini-Lesson: Group Creation of the Main Events Rubric
Reading Challenge: I will create a main events rubric by identifying what it takes to find and analyze main events in my reading.
5. Continue reading assessments while students read independently.
6. Partner Share
readers workshop
october 2, 2015
Breakfast in the Classroom + Amy's Choice Video
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Entrance Slip: What is the main event of the chapter today? What does the main event cause?
The main event of the chapter today was... This caused...
5. Continue reading assessments while students read independently.
6. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Discuss the chapter with your reading partner.
Which characters were in the chapter? What is the setting? What happened in the chapter?
4. Entrance Slip: What is the main event of the chapter today? What does the main event cause?
The main event of the chapter today was... This caused...
5. Continue reading assessments while students read independently.
6. Partner Share
readers workshop
september 29, 2015
Breakfast in the Classroom + Read Wonder
1. Do Now:
a. Clear your desk to prepare for the Listening portion of your CELDT test.
2. Complete the Listening portion of the CELDT test.
1. Do Now:
a. Clear your desk to prepare for the Listening portion of your CELDT test.
2. Complete the Listening portion of the CELDT test.
readers workshop
september 28, 2015
Breakfast in the Classroom + Talk to your partner about your weekend
1. Do Now:
a. Prepare to go to the computer lab.
2. Click here to start your reflection and assessment form.
3. When you are done, you may practice your typing skills by clicking here, or you may read your independent reading book.
1. Do Now:
a. Prepare to go to the computer lab.
2. Click here to start your reflection and assessment form.
3. When you are done, you may practice your typing skills by clicking here, or you may read your independent reading book.
readers workshop
september 25, 2015
Breakfast in the Classroom + Online Safety
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Select your best-written main event.
a. Read it aloud to yourself.
b. Check your spelling. Do any words not look quite right?
c. Turn in to Ms. Shawn to be graded for homework.
4. Mini-Lesson: Identifying Main Events (Part 2 continued)
Reading Challenge: I will cite evidence to support my analysis of main events.
5. Continue reading assessments while students read independently.
6. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Select your best-written main event.
a. Read it aloud to yourself.
b. Check your spelling. Do any words not look quite right?
c. Turn in to Ms. Shawn to be graded for homework.
4. Mini-Lesson: Identifying Main Events (Part 2 continued)
Reading Challenge: I will cite evidence to support my analysis of main events.
5. Continue reading assessments while students read independently.
6. Partner Share
readers workshop
september 24, 2015
Breakfast in the Classroom + What is Media Literacy?
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Class Business: Update reading tracker from last Tuesday, review yesterday's Reflection and Assessment, and review the HW
4. Mini-Lesson: Identifying Main Events (Part 2)
Reading Challenge: I will cite evidence to support my analysis of main events.
5. Continue reading assessments while students read independently.
6. Partner Share: Share a favorite passage, reading it aloud as if it were gold.
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
2. Read-Aloud Wonder
3. Class Business: Update reading tracker from last Tuesday, review yesterday's Reflection and Assessment, and review the HW
4. Mini-Lesson: Identifying Main Events (Part 2)
Reading Challenge: I will cite evidence to support my analysis of main events.
5. Continue reading assessments while students read independently.
6. Partner Share: Share a favorite passage, reading it aloud as if it were gold.
readers workshop
september 22, 2015
Breakfast in the Classroom + Begin Digital Citizenship Unit + Pass out Letters
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
3. Read-Aloud Wonder
4. Review yesterday's Reflection and Assessment
5. Mini-Lesson: Learning New Words from Books (Part 2)
Reading Challenge: I will stop to recognize unfamiliar words, guess what the word might mean, and then carry that word with me, letting my understanding of the word grow.
6. Continue reading assessments while students read independently.
7. Partner Share: Share a favorite passage, reading it aloud as if it were gold.
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Put your listening cap on to prepare to listen to Wonder.
3. Read-Aloud Wonder
4. Review yesterday's Reflection and Assessment
5. Mini-Lesson: Learning New Words from Books (Part 2)
Reading Challenge: I will stop to recognize unfamiliar words, guess what the word might mean, and then carry that word with me, letting my understanding of the word grow.
6. Continue reading assessments while students read independently.
7. Partner Share: Share a favorite passage, reading it aloud as if it were gold.
readers workshop
september 21, 2015
Breakfast in the Classroom + Talk to your partner about your weekend
1. Do Now:
a. Prepare to go to the computer lab.
2. Click here to start your reflection and assessment form.
3. When you are done, update your reading tracker, turn off your computer, and read until you are excused back to the classroom.
1. Do Now:
a. Prepare to go to the computer lab.
2. Click here to start your reflection and assessment form.
3. When you are done, update your reading tracker, turn off your computer, and read until you are excused back to the classroom.
readers workshop
september 18, 2015
Good Readers
|
Breakfast in the Classroom+ Watch Shane Koyczan To This Day
1. Do Now: a. #2s, please go get your table's notebooks. b. Everyone else, take out your pencil or pen, and plastic bag with reading book. c. Take out your September Newsletter Signatures. 3. Read-Aloud Wonder 4. Homework main events share. 5. Discuss Monday's assessment 6. Mini-Lesson: Welcoming Books Reading Challenge: I will choose how I feel about books, either reading them as if they are gold or being a curmudgeon toward them. 7. Continue reading assessments while students read independently. 8. Partner Share: Share a favorite passage, reading it aloud as if it were gold. |
readers workshop
september 17, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Collect School Forms
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Take out your September Newsletter Signature
d. Prepare to do a Class Dojo Report
i. I communicated with my parents/guardian last night and got the form signed.
ii. I will communicate with my parents___________ to get my form signed.
4. Mini-Lesson: What is a Main Event? What Causes a Main Event? (continued)
5. Set up Reading Tracker
Reading Challenge: I will track my reading progress each day by filling out my reading tracker before and after I read in Readers Workshop.
6. Review home reading exercise expectations for this week.
Reading Challenge: I will read wide awake to find main events in my independent reading book. I will describe the cause and effect of main events by thoughtfully writing in sentences on my post-it notes.
7. Continue reading assessments while students read independently.
8. Partner Share
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Take out your September Newsletter Signature
d. Prepare to do a Class Dojo Report
i. I communicated with my parents/guardian last night and got the form signed.
ii. I will communicate with my parents___________ to get my form signed.
4. Mini-Lesson: What is a Main Event? What Causes a Main Event? (continued)
5. Set up Reading Tracker
Reading Challenge: I will track my reading progress each day by filling out my reading tracker before and after I read in Readers Workshop.
6. Review home reading exercise expectations for this week.
Reading Challenge: I will read wide awake to find main events in my independent reading book. I will describe the cause and effect of main events by thoughtfully writing in sentences on my post-it notes.
7. Continue reading assessments while students read independently.
8. Partner Share
readers workshop
september 16, 2015
Breakfast in the Classroom+ Watch Wildest Islands
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Take out your September Newsletter Signature. Prepare to do a Class Dojo Report by practicing saying the following:
i. I communicated with my parents and got my form signed.
ii. I still need to communicate with my parents and get my form signed.
2. Class Dojo Report
3. Read-Aloud Wonder
4. Mini-Lesson: What is a Main Event? What Causes a Main Event? (continued)
5. Set up Reading Tracker
Reading Challenge: I will track my reading progress each day by filling out my reading tracker before and after I read in Readers Workshop.
6. Review home reading exercise expectations for this week.
Reading Challenge: I will explain the four causes of main events in stories, and I will practice finding main events in my independent reading book.
7. Continue reading assessments while students read independently.
8. Partner Share
1. Do Now:
a. #4s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Take out your September Newsletter Signature. Prepare to do a Class Dojo Report by practicing saying the following:
i. I communicated with my parents and got my form signed.
ii. I still need to communicate with my parents and get my form signed.
2. Class Dojo Report
3. Read-Aloud Wonder
4. Mini-Lesson: What is a Main Event? What Causes a Main Event? (continued)
5. Set up Reading Tracker
Reading Challenge: I will track my reading progress each day by filling out my reading tracker before and after I read in Readers Workshop.
6. Review home reading exercise expectations for this week.
Reading Challenge: I will explain the four causes of main events in stories, and I will practice finding main events in my independent reading book.
7. Continue reading assessments while students read independently.
8. Partner Share
readers workshop
september 15, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Collect School Forms
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Get comfortable to prepare to listen to Wonder.
3. Read-Aloud Wonder
4. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: What is a Main Event? What Causes a Main Event? (continued)
6. Discuss home reading exercise expectations for this week.
Reading Challenge: I will explain the four causes of main events in stories, and I will practice finding main events in my independent reading book.
7. Continue reading assessments while students read independently.
8. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Get comfortable to prepare to listen to Wonder.
3. Read-Aloud Wonder
4. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: What is a Main Event? What Causes a Main Event? (continued)
6. Discuss home reading exercise expectations for this week.
Reading Challenge: I will explain the four causes of main events in stories, and I will practice finding main events in my independent reading book.
7. Continue reading assessments while students read independently.
8. Partner Share
readers workshop
september 11, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Collect School Forms
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Get comfortable to prepare to listen to Wonder.
3. Read-Aloud Wonder
4. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: What is a Main Event? What Causes a Main Event?
Reading Challenge: I will explain the four causes of main events in stories, and I will practice finding main events in my independent reading book.
6. Continue reading assessments while students read independently.
7. Partner Share
1. Do Now:
a. #2s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Get comfortable to prepare to listen to Wonder.
3. Read-Aloud Wonder
4. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: What is a Main Event? What Causes a Main Event?
Reading Challenge: I will explain the four causes of main events in stories, and I will practice finding main events in my independent reading book.
6. Continue reading assessments while students read independently.
7. Partner Share
readers workshop
september 10, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Collect School Forms
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Get comfortable to prepare to listen to Wonder.
3. Read-Aloud Wonder
4. Prepare to take notes for our mini-lesson today.
5. Mini-Lesson: Learning New Words from Books
Reading Challenge: I will stop to recognize unfamiliar words, guess what the word might mean, and then carry that word with me, letting my understanding of the word grow.
6. Continue reading assessments while students read independently.
7. Partner Share
1. Do Now:
a. #3s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Get comfortable to prepare to listen to Wonder.
3. Read-Aloud Wonder
4. Prepare to take notes for our mini-lesson today.
5. Mini-Lesson: Learning New Words from Books
Reading Challenge: I will stop to recognize unfamiliar words, guess what the word might mean, and then carry that word with me, letting my understanding of the word grow.
6. Continue reading assessments while students read independently.
7. Partner Share
readers workshop
september 9, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Collect School Forms
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Wait to receive your Stop and Jot Pop Quiz.
d. Once you have received it, ask yourself, what did I do to get this grade?
2. Class Dojo Spot Check for Reflection on Grade
3. Read-Aloud Wonder
4. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Learning New Words from Books
Reading Challenge: I will stop to recognize unfamiliar words, guess what the word might mean, and then carry that word with me, letting my understanding of the word grow.
6. Continue reading assessments while students read independently.
7. Partner Share
1. Do Now:
a. #1s, please go get your table's notebooks.
b. Everyone else, take out your pencil or pen, and plastic bag with reading book.
c. Wait to receive your Stop and Jot Pop Quiz.
d. Once you have received it, ask yourself, what did I do to get this grade?
2. Class Dojo Spot Check for Reflection on Grade
3. Read-Aloud Wonder
4. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Learning New Words from Books
Reading Challenge: I will stop to recognize unfamiliar words, guess what the word might mean, and then carry that word with me, letting my understanding of the word grow.
6. Continue reading assessments while students read independently.
7. Partner Share
readers workshop
september 8, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Collect School Forms
1. Do Now:
#1s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to review the Discipline Matrix by taking it out of your backpack (if you still have it). If not, we will be taking a look at the board.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
4. Mini-Lesson: Learning New Words from Books
Reading Challenge: I will stop to recognize unfamiliar words, guess what the word might mean, and then carry that word with me, letting my understanding of the word grow.
5. Continue reading assessments while students read independently.
6. Partner Share
1. Do Now:
#1s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to review the Discipline Matrix by taking it out of your backpack (if you still have it). If not, we will be taking a look at the board.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
4. Mini-Lesson: Learning New Words from Books
Reading Challenge: I will stop to recognize unfamiliar words, guess what the word might mean, and then carry that word with me, letting my understanding of the word grow.
5. Continue reading assessments while students read independently.
6. Partner Share
readers workshop
september 3, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Collect School Forms
1. Do Now:
#3s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Main Events
Reading Challenge: I will actively search for and identify main events in my just-right book so I can better comprehend the text.
6. Continue reading assessments while students read independently.
7. Stop and Jot Quiz
1. Do Now:
#3s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Main Events
Reading Challenge: I will actively search for and identify main events in my just-right book so I can better comprehend the text.
6. Continue reading assessments while students read independently.
7. Stop and Jot Quiz
readers workshop
september 2, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Class Business
1. Do Now:
#3s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Stop and Jot
Reading Challenge: I will complete stop and jot pop quizzes to ensure I'm comprehending the characters and setting of my book.
6. Continue reading assessments while students read independently.
7. Partner Share
1. Do Now:
#3s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Stop and Jot
Reading Challenge: I will complete stop and jot pop quizzes to ensure I'm comprehending the characters and setting of my book.
6. Continue reading assessments while students read independently.
7. Partner Share
readers workshop
september 1, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Class Business
1. Do Now:
#2s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Stop and Jot
Reading Challenge: I will complete stop and jot pop quizzes to ensure I'm comprehending the characters and setting of my book.
6. Continue reading assessments while students read independently.
7. Partner Share
1. Do Now:
#2s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Stop and Jot
Reading Challenge: I will complete stop and jot pop quizzes to ensure I'm comprehending the characters and setting of my book.
6. Continue reading assessments while students read independently.
7. Partner Share
readers workshop
august 31, 2015
Breakfast in the Classroom+ Watch Wildest Islands + Class Business
1. Do Now:
#4s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Holding Tight to my Mental Movie
Reading Challenge: I will stop and say "Huh?" when I'm not sure what's going on; I will ask myself "What's going on?" when my mental movie becomes unclear, and reread if needed to make the mental movie clear again.
6. Continue reading assessments while students read independently.
7. Partner Share
1. Do Now:
#4s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Holding Tight to my Mental Movie
Reading Challenge: I will stop and say "Huh?" when I'm not sure what's going on; I will ask myself "What's going on?" when my mental movie becomes unclear, and reread if needed to make the mental movie clear again.
6. Continue reading assessments while students read independently.
7. Partner Share
Readers workshop
august 28, 2015
Breakfast in the Classroom+ Listen to "I Know I Can" + Turn in any late homework assignments
1. Do Now:
#3s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Reading in Response to the Text
Reading Challenge: I will awaken myself to the text while I read, making sure I let each and every word on the page matter.
6. Continue reading assessments while students read independently.
7. Partner Share
1. Do Now:
#3s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, and plastic bag with reading book.
Prepare to listen to the first chapter of Wonder by making yourself comfortable.
2. Read-Aloud Wonder
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Reading in Response to the Text
Reading Challenge: I will awaken myself to the text while I read, making sure I let each and every word on the page matter.
6. Continue reading assessments while students read independently.
7. Partner Share
readers workshop
august 27, 2015
Breakfast in the Classroom + Watch "On the Way to School" + Turn in any late homework assignments
1. Do Now:
#4s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, plastic bag with reading book, and your pink schedule.
Review Thursday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Reader's Workshop Rights and Responsibilities
Reading Challenge: I will identify and recognize my rights and responsibilities as a reader to be the most independent and successful reader I can be.
6. Select students to rearrange the class library.
7. Continue reading assessments while students read independently.
8. Partner Share
1. Do Now:
#4s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, plastic bag with reading book, and your pink schedule.
Review Thursday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Reader's Workshop Rights and Responsibilities
Reading Challenge: I will identify and recognize my rights and responsibilities as a reader to be the most independent and successful reader I can be.
6. Select students to rearrange the class library.
7. Continue reading assessments while students read independently.
8. Partner Share
readers workshop
August 26, 2015
Breakfast in the Classroom + Watch "On the Way to School" + Turn in any late homework assignments
1. Do Now:
#2s, please go get your table's notebooks.
a
Everyone else, take out your pencil or pen, plastic bag with reading book, and your pink schedule.
Review Wednesday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Reading in Response to the Text
Reading Challenge: I will vary the pace of my reading in response to the section of the text.
6. Select students to rearrange the class library.
7. Continue reading assessments while students read independently.
1. Do Now:
#2s, please go get your table's notebooks.
a
Everyone else, take out your pencil or pen, plastic bag with reading book, and your pink schedule.
Review Wednesday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Reading in Response to the Text
Reading Challenge: I will vary the pace of my reading in response to the section of the text.
6. Select students to rearrange the class library.
7. Continue reading assessments while students read independently.
readers workshop
august 25, 2015
Breakfast in the Classroom + Watch "On the Way to School" + Turn in any late homework assignments
1. Do Now:
#2s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, plastic bag with reading book, and your pink schedule.
Review Tuesday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Finding Tons of Just-Right Books
Reading Challenge: I will recognize books that are at my own personal level so I can spend a lot of time reading smoothly, accurately, and with comprehension.
6. Select students to rearrange the class library.
7. Begin reading assessments while students independently read
1. Do Now:
#2s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, plastic bag with reading book, and your pink schedule.
Review Tuesday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Finding Tons of Just-Right Books
Reading Challenge: I will recognize books that are at my own personal level so I can spend a lot of time reading smoothly, accurately, and with comprehension.
6. Select students to rearrange the class library.
7. Begin reading assessments while students independently read
readers workshop
august 24, 2015
Breakfast in the Classroom + Watch "On the Way to School" + Turn in any late homework assignments
1. Do Now:
#1s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, plastic bag with reading book, and your pink schedule.
Review Monday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Making Honest, Important Reading S.M.A.R.T. Goals
Reading Challenge: I will stop and think about my reading to create S.M.A.R.T. goals that will help me grow as a reader to higher levels this year.
6. Review the reading assessment structure
7. Begin reading assessments while students independently read
1. Do Now:
#1s, please go get your table's notebooks.
Everyone else, take out your pencil or pen, plastic bag with reading book, and your pink schedule.
Review Monday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Making Honest, Important Reading S.M.A.R.T. Goals
Reading Challenge: I will stop and think about my reading to create S.M.A.R.T. goals that will help me grow as a reader to higher levels this year.
6. Review the reading assessment structure
7. Begin reading assessments while students independently read
readers workshop
august 21, 2015
Breakfast in the Classroom + Watch "On the Way to School" + Turn in any late homework assignments
1. Do Now:
1st: Take out your pink schedule. Review Friday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Best and Worst Reading Times
Reading Challenge: I will identify my best and worst reading times to help me learn how to change my reading life for the better.
6. Independent Reading + Checking out books in book bags
1. Do Now:
1st: Take out your pink schedule. Review Friday's schedule to prepare for a Class Dojo spot check.
3. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Best and Worst Reading Times
Reading Challenge: I will identify my best and worst reading times to help me learn how to change my reading life for the better.
6. Independent Reading + Checking out books in book bags
readers workshop
august 20, 2015
Breakfast in the Classroom + Watch "On the Way to School"
1. Do Now:
1st: Take out your signed syllabus and your signed Class Dojo info.
2nd: Prepare for our first classwide Responsibilities Report with Class Dojo.
Response A: I will get my syllabus and Class Dojo info signed by _______.
Response B: I got my syllabus and Class Dojo info signed last night.
2. Responsibilties Report with Class Dojo
3. Review Thursday's schedule
4. Mini-Lesson: Organizing the Reading Notebook
Reading Challenge: I will organize my reading notebook into sections so that I am prepared to strengthen my reading skills.
5. Reading notebook organization and design time
Optional Homework: Finish designing your reading notebook cover.
1. Do Now:
1st: Take out your signed syllabus and your signed Class Dojo info.
2nd: Prepare for our first classwide Responsibilities Report with Class Dojo.
Response A: I will get my syllabus and Class Dojo info signed by _______.
Response B: I got my syllabus and Class Dojo info signed last night.
2. Responsibilties Report with Class Dojo
3. Review Thursday's schedule
4. Mini-Lesson: Organizing the Reading Notebook
Reading Challenge: I will organize my reading notebook into sections so that I am prepared to strengthen my reading skills.
5. Reading notebook organization and design time
Optional Homework: Finish designing your reading notebook cover.
readers workshop
august 19, 2015
Breakfast in the Classroom + Watch "On the Way to School"
1. Do Now:
1st: Turn to your table partner.
2nd: Figure out who is shorter. That person will ask the questions first.
3rd: Ask the following questions to your partner. Give them time to think and answer.
How did you get to school this morning?
Was it easy or hard to get to school? Explain why.
Optional: What are some of your hopes for this class?
4th: The partner who is taller will ask the questions next.
5th: Give them time to think and answer.
2. Review expectations for entering the classroom, new procedures for transitions, bathroom lunchtime expectations, and reconfigure the seating chart
3. Review the syllabus and pass out Class Dojo codes
4. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Browsing Books
Reading Challenge: I will select books that are close to just-right for me by using the five-finger rule.
6. Browse time
1. Do Now:
1st: Turn to your table partner.
2nd: Figure out who is shorter. That person will ask the questions first.
3rd: Ask the following questions to your partner. Give them time to think and answer.
How did you get to school this morning?
Was it easy or hard to get to school? Explain why.
Optional: What are some of your hopes for this class?
4th: The partner who is taller will ask the questions next.
5th: Give them time to think and answer.
2. Review expectations for entering the classroom, new procedures for transitions, bathroom lunchtime expectations, and reconfigure the seating chart
3. Review the syllabus and pass out Class Dojo codes
4. Review expectations for coming to the library
a. All materials are put away in their safe places
b. Reading notebook and writing utensil are out
c. Practice movement to the library
5. Mini-Lesson: Browsing Books
Reading Challenge: I will select books that are close to just-right for me by using the five-finger rule.
6. Browse time
readers workshop
August 18, 2015
Breakfast in the Classroom + Ms. Shawn's Introduction
1. Do Now:
1st: Turn to your table partner.
2nd: Decide who has longer hair. That person will ask the questions first.
3rd: Ask the following questions to your partner. Give them time to think and answer.
What is your first and last name?
What elementary school did you go to?
What is your favorite summer time activity?
4th: The person with the shorter hair will ask the questions next.
5th: Give time for your partner to think and answer.
2. Attendance
3. Pass out schedules
4. School tour & review procedures
5. Fill out schedules.
6. Q & A
1. Do Now:
1st: Turn to your table partner.
2nd: Decide who has longer hair. That person will ask the questions first.
3rd: Ask the following questions to your partner. Give them time to think and answer.
What is your first and last name?
What elementary school did you go to?
What is your favorite summer time activity?
4th: The person with the shorter hair will ask the questions next.
5th: Give time for your partner to think and answer.
2. Attendance
3. Pass out schedules
4. School tour & review procedures
5. Fill out schedules.
6. Q & A