1 of 191

First 15 Days of School

ELA Review & Routines

Grades 3-5

Aligned with Benchmark Advance First 15 Days of School Review & Routines

Orientation to this slide deck (1min)

2 of 191

Teacher Orientation:

The following serves as an orientation to this slide deck with some recommendations on usage.

Use these slides to enhance the lessons & routines you have already planned.
Take music, stretch, movement breaks as needed.
Remember, these are suggestions. Make adjustments and customize this slide deck to meet the needs of your students.
There is repetition so that you can not only continue to reinforce the routine and structure of the day, but to also build on that expectation and to also release responsibility to the students.
Use your favorite texts for the Interactive Read Alouds and Shared Readings. There are suggested texts and resources listed on the last slide of the slide deck and also texts embedded in the slide deck.

3 of 191

Benchmark Review & Routines:

Accessing Review and Routines in Benchmark Universe:

Select Review and Routines across the top menu bar

Filter by Grade

Filter by Unit

Select the Teacher Resource System

4 of 191

Day 1

ELA Review & Routines

5 of 191

I am strong.

I am important.

I am capable.

I can overcome challenges.

I am a scholar.

I am capable of doing hard things.

I am a critical thinker.

I can do anything I put my mind to.

I am worthy.

Welcome!

6 of 191

Morning Meeting

3 COLLECTIVE BREATHS

REFLECTION QUESTIONS:

How do you feel after taking 3 collective breaths?
How do you feel different from before?
What was it like to breathe with your friends?
When might it be helpful for us to use 3 collective breaths?

SENTENCE FRAMES:

I feel ______ after taking 3 collective breaths.

I feel different because ______.

It was _______ to breathe with my friends.

It would be helpful to use 3 collective breaths ____________.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

DESCRIPTION OF 3 Collective Breaths

1. Settle into a comfortable seated (or standing) position.

2. Bring both hands to your heart (or bring one hand to your heart and the other to your belly, or rest hands comfortably on your thighs or on your lap, etc.).

3. Focus your eyes on one point or gently close them, whichever feels more comfortable.

4. As you settle in, begin to pay attention to your breath. Notice how each inhale, and each exhale moves through your body.

5. Let’s take 3 collective breaths together.

6. Inhale; exhale. Breathe in; breathe out. Inhale, biggest breath of the day; exhale, sigh it on out.

7. Gently open your eyes, and share a smile with your friends across the circle.

PEDAGOGICAL POINTERS:

2ND — 5TH DIFFERENTIATION

This is a great way to transition students between subjects. After they become familiar with the routine, you can give different students the opportunity to lead the practice.

VARIATIONS

You can invite students to inhale in whatever they need in the moment (e.g., love, support, etc.), and exhale or sigh out whatever may not be serving them (e.g., stress, fear, etc.). You can also encourage them to contribute something to the community through their exhale.

TRAUMA INFORMED PRACTICE

Some students who have experienced trauma may not feel comfortable closing their eyes; always provide an open-eyed option.

DAILY PRACTICE

Practice this strategy consistently with students to promote breath awareness and enhance focus and well-being. Encourage them to use this practice in their lives outside of class when they need to center themselves or clear their minds.

7 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials. Help others around you. Push in chairs. Walk to designated area.	Quiet voices. Listen for directions.

8 of 191

Reader’s Workshop

When you think about Reader’s Workshop, what comes to mind?

Turn and talk with a partner about what Reader’s Workshop means to you.

What are some ideas that you and your partner discussed?

9 of 191

Reader’s Workshop

What are some ideas you and your partner discussed? What skills would help you be successful as a reader in Reader’s Workshop?

READER’S WORKSHOP	NEEDED SKILLS

10 of 191

Reader’s Workshop

READER’S WORKSHOP	NEEDED SKILLS
Practice reading Write about reading Talk about reading Work with a partner Work independently Work in small groups	Be able to listen actively Be able to talk about my reading Be able to write about my reading Be responsible for my learning Be responsible for others Be responsible for the classroom materials

11 of 191

Interactive Read Aloud: Choosing a Book for Independent Reading

Today, we will be reading “Each Kindness” by Jacqueline Woodson.

Take a look at the cover.

What do you think this book will be about?

Why do you think I selected this book to read to you today?

Reading is Thinking!

12 of 191

Interactive Read Aloud: Choosing a Book for Independent Reading

I chose this book to read to you today because I believe in kindness and the power of each human action.

Discussion:

Let’s think of something kind to do today.

13 of 191

Choosing a Book for Independent Reading

What are some reasons you select the books you read?
How do you decide when a book is right for you?
What happens when you do not like a book you are reading?

14 of 191

Independent Reading:

Using the Classroom Library

What are some things we need to be mindful of when using the class library?

What are some reasons why you would select a book to read?

15 of 191

Independent Reading: Choosing a Book

Choosing a Book

Topic

Favorite Author

Series

Genre

16 of 191

Independent Reading: Choose your Book

You will now have 5 minutes to select a book for your independent reading time.

17 of 191

Independent Reading: Sharing Our Book Choice

I shared with you why I chose my book, now it is your turn!

Find a partner: Stand-Up, Hand-Up, Pair-Up.

Share WHY you selected the book you chose.

Frames:

I chose ___ by ___ because it has to do with ___, which is interesting to me.
I chose ___ by ___ because I liked the illustrations (they caught my eye).
I chose ___ by ___ because I have read other books by this author.

State a Learning Objective/Goal/Sucess Criteria: Today we will… because/so that…by…

Discuss & Chart:

What is Independent Reading

Ask the students to share with a partner the reason why they chose the book. This can be done by using a structure like Stand-Up, Hand-Up, Pair-Up.

Protocol: We are going to do an activity called Stand-Up, Hand-Up, Pair-Up. When I tell you, you will stand up, put your hand up, and pair up with the first person you make eye contact with. Once everyone has a partner, take time to share your book title and the reason you chose the book. You may want to repeat the Stand-Up, Hand-Up, Pair-Up directions so that students have the opportunity to partner a couple of times. Then students will move into independent reading for at least fifteen minutes. Decide and share with students where the independent reading should take place.

18 of 191

Independent Reading Time


Students with books open Students reading. Students thinking about what they are reading.	Pages turning Voices off

19 of 191

Writing to Sources:

A Response to Reading

Prompt: Why I Chose My Book.

Cite text evidence
State name of book
Include how the book made you feel
Would you do anything differently next time?

What kinds of things do I need to keep in mind as I write?

State a Learning Objective/Goal/Sucess Criteria: Today we will… because/so that…by…

Writing a response to your reading

Invite the students to think back to the read-aloud book shared earlier.

Shared writing could be done on chart paper, the board, or any projection device available to you that will allow the writing to be visible to the whole class.

Sometimes in Reader’s Workshop I might ask you to write a response to your reading that includes ideas, facts, events, and/or arguments presented in the text. Today I am going to model that with the read-aloud book I chose. Then you will be practicing on your own. Again, what are some of the reasons we would choose to read a book? Notice that I will cite text evidence in my response.

Review with the students the reason you chose this particular book and encourage them to help you compose a written response. While you are writing, state the name of the book and your reason for choosing it. Then include how you felt about the selection and whether or not you would do anything differently next time.

Ask: What kinds of things do I need to keep in mind as I write?

Look for student answers about writing capital letters at the beginning of sentences, using punctuation at the end of sentences, and writing in complete sentences.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

20 of 191

Writing to Sources:

Practice Response to Reading

Now It’s Your Turn:

Reflect on the book you chose to read.

Remember to:

Write in complete sentences.
Use appropriate punctuation and capital letters.
Cite evidence from the text as you write.

Invite the students to return to their seats and write a response to the book they chose for independent reading time using their response journals or loose leaf paper to be kept in a folder.

Say: Now it is your turn to write a response to the book you chose earlier. Please remember to write in complete sentences while using appropriate punctuation and capital letters. Please remember to cite evidence from the text as you write.

During the last five minutes, share with the students where their independent reading books and response journals or folders will be kept. This could be individual book boxes, book bags, desks, or cubbies.

Support Tips

Decide on where the students are going to keep their writing. They can keep loose papers in a writing folder. They can also have a response journal that could be divided into sections for multiple uses. The sections could include: brainstorming ideas, interesting words, response to reading, drafts, and reading comprehension strategies.

21 of 191

Let’s Reflect

What did you learn today?

Can you:

Explain the purpose and expectations of Reader’s Workshop?
Listen and respond to a story in group discussions?
Explain how to select a book to read?
Read independently?
Actively Listen & participate in group discussions?
Respond to a story in writing?

22 of 191

Day 2

ELA Review & Routines

23 of 191

Stand up.

Hug yourself tight and take 3 big breaths.

Repeat for 3 hugs.

Welcome!

24 of 191

Morning Meeting

KALEIDOSCOPE

REFLECTION QUESTIONS:

How did it feel to make a kaleidoscope as a community?
What was it like to follow the kaleidoscope leader?
What did it feel like to be the leader?
What made you a great leader?
How did we work well together as a team?

SENTENCE FRAMES:

It felt _________ to make a kaleidoscope as a community.

It was ____________ to follow the kaleidoscope leader.

It felt ___________ to be the leader. I was a great leader because ______________.

We work well together as a team because ___________.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

DESCRIPTION

1. Find a comfortable seated position in a community circle.

2. Stretch your legs out in front of you, with your feet touching your neighbor’s feet.

3. Discussion: Who knows and would like to share with us what a kaleidoscope is? (e.g., something that makes patterns, has different colors, creates pretty shapes, etc.).

4. Today, we are going to make a human kaleidoscope by moving our bodies and using our breath! Imagine that there is a pilot flying a plane above us—when they look down, they will be able to see our human kaleidoscope making all different shapes and patterns!

5. In order to make our kaleidoscope, we will be taking one breath each time we move our bodies—I will make movements with my body, and say inhale and exhale to cue our breathing. Follow along as I lead! Inhale (lift your arms to the sky). Exhale (touch your toes). Inhale (bend your knees). Exhale (give yourself a hug). Inhale (straighten your legs out long). Exhale, (reach one arm behind you)... etc. (Continue to model by cuing the “inhale” and “exhale” with each movement, and when they are ready, invite students to take lead).

6. Now, it is time for you to lead our human kaleidoscope! We will take turns guiding our friends through each inhale and exhale as we make creative movements with our bodies! Who would like to lead our human kaleidoscope first? Remember to cue the “inhale” and “exhale” with each movement! (First student leads).

7. Let’s acknowledge _____ for helping us create such a beautiful kaleidoscope! Who would like to lead us next? (Continue to rotate student leaders).

8. To close this experience, let’s bring our hands to our hearts, and take 3 collective breaths.

PEDAGOGICAL POINTERS:

2ND — 5TH DIFFERENTIATION

Invite students to explore how a kaleidoscope can

serve as a metaphor for your classroom community

(e.g., there are many moving parts, different shapes

and colors, but it all comes together to create some-

thing beautiful and unique!)

SCAFFOLDING

Depending on your intention and how much time

you want to spend, you can choose to: lead the entire

exercise, select a small group of students to lead (e.g.,

using equity sticks), or go around the circle and give

everyone interested an opportunity to lead.

ACKNOWLEDGMENT

Acknowledge each student for having the courage to

lead after they complete their turn!

25 of 191

Our Routines:

Smooth Transitions

Possible Transition Signals:


Clean up your area & materials. Help others around you. Push in chairs. Walk to designated area.	Quiet voices Listen for directions.

26 of 191

Reader’s Workshop

READER’S WORKSHOP	NEEDED SKILLS
Practice reading Write about reading Talk about reading Work independently Work with a partner Work in small groups Work with the teacher	Be able to follow directions Be able to listen actively Be able to talk about my reading Be able to write about my reading Be responsible for my learning Be responsible for others Be responsible for the classroom materials

27 of 191

Build Good Listening Habits: Active Listener

Turn and Talk:

What does it mean to be an active listener?

28 of 191

Interactive Read Aloud & Book Discussion: Build Good Listening Habits

As you listen, think about what it means to be an active listener.

Today we are going to read “Personal Space Camp” by Julia Cook.

29 of 191

Building Good Listening Habits: Active Listener

What does it mean to be an active listener?


Eyes on speaker Non-verbal responses to speaker Listeners thinking about what they are hearing Listeners sharing the floor Be patient while the speaker chooses what to say. Give enough wait time	Calm bodies One person speaking at a time (per group, partnership) People staying on topic

30 of 191

Good Listening Habits: Practice Active Listening

Line order by birthday
Listen to each other
Cooperate
Find your correct place in line

Group Task:

31 of 191

Good Listening Habits: Practice Active Listening

Partner Task:

Play “Would You Rather” with your partner.

Take turns asking questions.

Q1: Would you rather be able to fly or be invisible?

Q2: Would you rather go to the Sea World or Disneyland?

Be prepared to share!

Restate a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

We will continue to focus on how we are going to be mindful of how we listen.

Now, in your partner group, each partner will take turns asking and answering a question. In round one, Partner 1 will start by asking the question while Partner 2 answers. Then Partner 2 will ask Partner 1 the same question and listen to Partner 1 answer. In round two, Partner 2 asks the question first while Partner 1 answers. Partner 1 asks Partner 2 the same question and listens to Partner 1 answer. Let’s begin. Partner 1, here’s your first question.

Give about thirty seconds for Partner 2 to answer before switching roles. Continue for two or three more questions. When students have had sufficient time to practice, call the class back to the whole-group meeting area to debrief.

32 of 191

Good Listening Habits: Practice Active Listening

Share Out!

How did it feel to practice listening?
What was hard?
What was easy?
What questions do you have about how we are expected to listen?

33 of 191

Independent Reading: Reading Log

Readers keep track of books they have read.

How have you kept track of what you’ve read?

Today we are going to learn how to keep track of our reading this year.

Tracking Our Reading

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

This is where you will introduce your reading book log. You may find some reading logs on reading-rewards.com, bookopolis.com, flipgrid, etc. Have whatever you are using ready to introduce and to model with your students.

Say: Yesterday, we each chose a good book for independent reading time and we practiced writing a response to our reading. Today, I will introduce the reading log.

Have an example of the reading log you plan to introduce. Be prepared to project the reading log so all can see, or have student copies available to distribute at this time.

Say: We use a reading log to document the reading we do both in school and out of school. This log helps us look at your book choices. Readers read many different genres. For example, a reader might read a fiction book, then a graphic novel, an anthology of poems, and a nonfiction book. This year we will be exposed to a wide range of genres and I hope that your reading log reflects a wide range of choices, too.

Take time to walk students through the reading log and how to fill it in accurately.

Say: We are going to practice completing our reading logs today after we read independently. Please take a moment to get your independent reading books and find a quiet place in the room to begin your reading. I will give you a signal when it is time to stop reading and begin filling in your reading log for today.

Allow students fifteen minutes to read independently before directing them to begin completing their reading logs. Monitor students as they complete the reading logs. If needed, provide time to answer any questions before moving on.

34 of 191

Independent Reading Time


Students with books open Students reading Students thinking about what they are reading	Pages turning Voices off

35 of 191

Writing to Sources: A Response to Reading

Today we are going to learn how to use our question jars to help us respond to our reading in our response journals.
How do we use the question in our response?
What else do we need to include?

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Model: A Response to Reading

Call students to the meeting area using the established signal. Invite the students to think back to the read-aloud book shared earlier.

Writing can be done on chart paper, the board, or any projection device available so that the writing will be visible to the whole class.

Say: Today, we are going to continue practicing writing a response to our reading. We will do this by using a question jar.

Have two jars available, one for fiction books and one for nonfiction books. Some sample questions that can be written on scraps of paper include:

Fiction Question Jar:

Did this book make you laugh? Cry? Cringe? Smile? Cheer? Explain with evidence from the text.
What connections are there between the book and any other book you’ve read? Explain with evidence from the text.
What is the most important event in the book? The most important passage?
Do you like the ending of the book? Why or why not? Do you think there is more to tell?
What parts of the book seem most believable or unbelievable? Why?
How are you or people you know like any of the characters? Explain with evidence from the text.

Nonfiction Question Jar:

Make a list of what new things you have learned by reading this.
How is the information that you have read similar to or different from other texts about the subject?
What is the main idea of your book? List three details that support the main idea.
What pictures, illustrations, diagrams or photographs are helpful? Explain how and why they help.
Explain why a friend should or should not read this book.
What part of the book was the most interesting? Why did this stick out?
What questions would you ask the author?
If you were the author, explain what you would do differently.
Compare and contrast two individuals, events, or concepts from the selection.

Say: Since our read-aloud book was a fiction book, we are going to pull a question from the Fiction Question Jar. Who would like to pull a question for us today?

Explain to students that sometimes a question that is pulled isn’t a good match for the book. For example, if a student hasn’t finished reading a book, a question about whether you liked the ending or not would not work. You might decide to let students choose two or three questions, then pick the one they are most interested in answering.

Once a question has been chosen, ask the student to read the question aloud.

Say: Let’s begin our response to the reading. Take a moment to think back to our read-aloud. Think about how you would start your response to this book. Who would like to share their idea?

Allow two or three students an opportunity to share their ideas. Use these ideas to begin crafting a shared response to the read-aloud book. Remind students to use proper punctuation and complete sentences when writing.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

36 of 191

Independent Writing: Response Journals

Now It’s Your Turn:

Could I get a volunteer to pull a new question from the question jar?

Remember to:

write in complete sentences.
use appropriate punctuation and capital letters.
cite evidence from the text as you write.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Response Journals

Say: Now it is your turn to write a response to the book you chose earlier. Could I get another volunteer to pull a new question from the question jar?

Choose another student to pull a question and read aloud to the class. If some students need a non-fiction question, allow a student to pull a non-fiction question also.

Say: Please remember to write in complete sentences while using appropriate punctuation and capital, letters and be sure to answer the question as you write. Be sure to cite evidence from the text.

During the last five minutes, allow students the opportunity to share how it felt to write a response to reading using a question from the question jar. Share with students where the question jars will be kept in the room for independent use.

37 of 191

Let’s Reflect

What did you learn today?

Can you:

Explain the purpose and expectations of Reader’s Workshop?
Actively Listen and respond to a story in group discussions?
Explain & model how to be an active listener?
Explain what independent reading is & what it looks like?
Respond to a story in writing?

38 of 191

Day 3

ELA Review & Routines

39 of 191

39

Welcome & Connect

You’re in my boat if…

40 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials. Help others around you. Push in chairs. Walk to designated area.	Quiet voices. Listen for directions.

41 of 191

Active Listening

41

Listening

Word Game

Example

Pail
Letter
Read


Have eyes on speaker. Non-verbal responses to speaker. Listeners thinking about what they are hearing. Listeners sharing the floor Be patient while the speaker chooses what to say. Give enough wait time.	calm bodies one person speaking at a time (per group, partnership) people staying on topic

Active Listener Chart

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

We are going to play a listening Game:

We are going to play a listening game. I am going to start with a word. The next person in line (identify student by name) will say a different word that begins with the last letter in my word. The following student (identify second student by name) will say a new word that begins with the last letter of the word said by (Student 1). For example, I might say “pail.” (Student 1) might say “letter.” (Student 2) might say “read.” What questions do you have?

We are going to be patient and wait quietly while our classmates choose their word. An important part of listening includes waiting for someone to think about their answers or ideas. Please listen carefully to everyone and pay attention for your turn.

Choose a word to start off the game: Summer or Heat or Friend etc…

Once everyone has had a turn, you can choose to go around again or identify a student to pick a word to start a new round. Make sure students are speaking loudly enough to be heard by everyone in the group. Praise students for following directions and actively listening to their classmates.

42 of 191

Interactive Read-Aloud:

Understanding Author’s Purpose (to entertain)

Author’s Purpose
To Inform	To Entertain	To Persuade
To teach or give information to the reader	To hold the interest of the reader through enjoyment	To convince the reader of a certain point of view

As I read, I invite you think about why the author may have written this story. When I am finished reading, we will share out thinking.

Author’s purpose is the reason why the author chose to write a book.

43 of 191

43

Read Aloud: Understanding Author’s Purpose

As you listen, think about why the author wanted to write this story.

44 of 191

44

Read Aloud: Understanding Author’s Purpose

Discussion:

What was the story about?

Where did the story take place?

How did the character/s change in this story?

What did you learn from this book?

45 of 191

Read-Aloud:

Understanding the Author’s Purpose (to entertain)

Author’s Purpose
To Inform	To Entertain	To Persuade
To teach or give information to the reader	To hold the interest of the reader through enjoyment	To convince the reader of a certain point of view

Turn and Talk

Why do you think the author wrote this book?

46 of 191

Interactive Read-Aloud:

Understanding the Author’s Purpose (to entertain)

Author’s Purpose
To Inform	To Entertain	To Persuade
To teach or give information to the reader	To hold the interest of the reader through enjoyment	To convince the reader of a certain point of view

Think about the book you read independently yesterday. What is the author’s purpose? Write the title on a sticky note and stick it on the chart.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Ask students to retrieve the book they have been reading independently over the past few days. Students can either come back to the whole-group meeting area or stay at their desks.

Say: Take a look through your independent reading books. Do any of you think you have a book whose purpose it is to entertain?

Call on some students to share their books and their reasoning. Ask students to write their name, the name of their book, and the author on a sticky note to be placed in the appropriate spot on the anchor chart. You might consider asking students to write whether the book is a fiction or nonfiction book, as well.

Continue asking students to share, and add their sticky notes to the chart. Follow the same process for books that persuade and then again for books that inform.

47 of 191

Independent Reading: Previewing Books

Previewing a New Book

Watch and listen as I preview a book. Share what you saw and heard.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Have a few books that you have chosen in advance to use when modeling the skills of previewing. Depending on the book, you may choose to model any of the suggested strategies from the sample anchor chart (sample on next slide) or create some of your own. Once you have modeled previewing a book, ask students to share what they saw and heard. Generate a Previewing anchor chart together.

.

Say: Over the past few days, we have practiced choosing good books to read. We talked about choosing a book because of its topic, front cover, and even the author. Today, we are going to learn a few more strategies for choosing a good book. We are going to learn how to preview books. Watch and listen to me as I preview a book.

48 of 191

Independent Reading: Previewing Books

Previewing a New Book
Read the title. Look at the cover art and design. Read the back cover. Browse the pictures and illustrations. Read chapter titles or table of contents. Read the first paragraph. Does it draw you in or make you curious to read more? Make predictions about what you might learn from reading this book.

Watch and listen as I preview a book. Share what you saw and heard.

49 of 191

Independent Reading Time: Previewing Books


Students with books open Students reading Students thinking about what they are reading	Pages turning Voices off

Previewing a New Book
Read the title. Look at the cover art and design. Read the back cover. Browse the pictures and illustrations. Read chapter titles or table of contents. Read the first paragraph. Does it draw you in or make you curious to read more? Make predictions about what you might learn from reading this book.

50 of 191

Writing to Sources: Response to Reading

Lifting A Line - Reasons You May Lift a Line:
Descriptive language How it paints a clear picture How it helps describe the character How it was thought provoking

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Say: Yesterday we used a question jar to guide our response to reading. Today we will learn a strategy called lifting a line. We will practice with our read-aloud book from earlier. While I read this book, I thought the part about ________ was interesting.

Choose a sentence in the book that lends itself to a response to reading. Reread that sentence to the class.

Say: I am going to lift this line of the book to use as a topic.

Model writing the lifted text onto chart paper or the board.

Say: I chose this section to lift because of (its descriptive language, how it paints a clear picture, how it helps describe the character, or how it was thought provoking).

Model writing your thoughts about the passage. You may choose to connect to previous knowledge, write down questions the line made you think about, or discuss how the author’s choice of words helped paint a clear picture in your head.

Ask: What questions do you have about lifting a line?

Once all questions have been answered, direct students to look at a section of their own independent reading books to identify a line they would like to lift.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

51 of 191

Independent Writing: Response to Reading

Lift a Line

Look through your independent reading book. Find a line you would like to lift and use as a free-write.

Did it make you connect to previous knowledge?

Write down questions the line made you think about.

Discuss how it helps describe the character or how it was thought provoking.

Did the author’s choice of words help paint a clear picture in your head?

Start with your lifted line in “quotation marks.” Remember to write in complete sentences while using appropriate punctuation and capital letters. Cite evidence from the text as you write.

52 of 191

Let’s Reflect

What did you learn today?

Can you:

Listen and respond to a story?
Participate in group discussions?
Explain how to determine the author’s purpose to entertain?
Explain how to preview a book?
Read independently?
Explain and utilize the “lift a line” writing strategy?

53 of 191

Day 4

ELA Review & Routines

54 of 191

54

Welcome & Connect

Block Party

55 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

56 of 191

56

Creating a Collaborative Atmosphere Within Reader’s Workshop

How to Have a Respectful Conversation
Make eye contact with the speaker. Shift body toward speaker. Use appropriate facial expressions. Say something meaningful. Be a polite and thoughtful speaker. Use stems when appropriate.

Sentence Stems
I like/don’t care for ____ because _____ I agree/disagree with you because _____ Why do you think that? Where can I find that in the text/story? Could you explain what you mean?

Today, we will continue to practice our listening skills while adding speaking skills, too.

57 of 191

57

Creating a Collaborative Atmosphere Within Reader’s Workshop

Which are cuter lambs or ducklings?
I like/don’t care for ____ because _____ I agree/disagree with you because _____ Why do you think that? Could you explain what you mean?

58 of 191

58

Creating a Collaborative Atmosphere Within Reader’s Workshop

Which animal is more dangerous?
I think a _________ is more dangerous because _____________. I agree/disagree with you because _____. Why do you think that? Could you explain what you mean?

Switch partners. Here is a new group of images. Decide which animal is more dangerous. Think about how you might share this information with a partner. Take turns speaking and listening. Remember, we are practicing respectful conversations, so think about your body language, making eye contact, and trying out some of our stems.

59 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

59

Author’s Purpose
To Inform	To Entertain	To Persuade
To teach or give information to the reader	To hold the interest of the reader through enjoyment	To convince the reader of a certain point of view

Read-Aloud:

Understanding Author’s Purpose (to persuade)

Author’s purpose is the reason why the author chose to write a book.

60 of 191

Read Aloud: Understanding Author’s Purpose

(to persuade)

As you listen, think

about why the

author wanted

to write this story.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Today as you listen to this story, I invite you to think about what the author is trying to convince you of.

Read the book aloud to the class. Afterward, pair students up to practice respectful conversations using the suggested questions on the next slide or other questions you wish to use. Remind students to use the stems that were introduced at the beginning of Reader’s Workshop.

61 of 191

Read Aloud: Understanding Author’s Purpose

(to persuade)

Partner Up

Practice respectful conversations

What is the author’s purpose?
What is the main point of the story?
What are some supporting details?
Did the author make his/her point successfully? Why or why not?
Do you agree or disagree with the point the author is trying to make?

Be prepared to share with the class!

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Continue practicing respectful conversations.

Remind students to use the stems that were introduced at the beginning of Reader’s Workshop.

62 of 191

Independent Reading Time


Students with books open Students reading Students thinking about what they are reading	Pages turning Voices off

63 of 191

Persuasive Writing

The author in our read-aloud book wanted to convince the audience to be the dog’s companion. The author was passionate about the topic he wrote about. What might be some other topics a writer might have very strong opinions about? Let’s make a class list.

1.

2.

3.

4.

5.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

You may decide to have students share with a partner their ideas before whole class share. Call on students to share their ideas and chart them on paper. Choose one of the ideas listed to discuss in further detail.

For example: School Uniforms-

What would be some benefits, or pros, to having uniforms in school? What are some challenges, or cons? Who is impacted by the decision to have school uniforms? Are there any other perspectives we need to consider? Who might the audience be for our writing today? Would it make sense for us to write a picture book about school uniforms? Considering our audience, would it be better to write a letter? Yes, I agree! Let’s get started. We are going to use a graphic organizer to help us write our letter.

See TRS (RR16 or Day 4) for Persuasive Writing Topic Chart for School Uniforms.

64 of 191

Persuasive Writing

PERSUASIVE WRITING
TOPIC:
FOR	AGAINST
Opinion:	Opinion:
Reason 1:	Reason 1:
Reason 2:	Reason 2:
Reason 3:	Reason 3:
Opinion:	Opinion:

We will choose one of the ideas on the previous list to write about.

What would be some benefits, or pros?

What are some challenges, or cons?

Who is impacted?

Are there any other perspectives to consider?

Let’s use the graphic organizer to help us write our letter.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

The class will choose one of the ideas on the previous slide to write about. Then, model filling out chart together.

Let’s look at this idea about _____________. What would be some benefits, or pros, to each side? What are some challenges, or cons? Who is impacted by the decision? Are there any other perspectives we need to consider? Who might the audience be for our writing today? Would it make sense for us to write a picture book about ____________? Considering our audience, would it be better to write a letter? Yes, I agree! Let’s get started. We are going to use a graphic organizer to help us write our letter.

Think about what letter you think we should write. Tomorrow, we will vote on whether to write a letter for __________ or against ___________.

65 of 191

Independent Writing: Persuasive Writing

Brainstorm Ideas

Make a list of ideas of other topics a writer might have a very strong opinion about.

Label your paper “Persuasive Writing Ideas” and begin a list of ideas that could make a good opinion writing piece.

Consider anything you might have a strong opinion about.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Say: We are going to take some time to make a list of writing ideas. We have a pretty good list already on the board, and I am guessing you have quite a few other ideas, too. You may use some of the ideas from our list and any others you may be thinking about. Label your paper “Persuasive Writing Ideas” and begin a list of ideas that could make a good opinion writing piece. Consider anything you might have a strong opinion about.

Allow students time to start their lists. Discuss where the lists can be stored, possibly in a writing folder or a process writing notebook.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

66 of 191

Let’s Reflect

What did you learn today?

Can you:

Practice active listening and respectful conversations?
Listen and respond to a story?
Participate in group discussions?
Explain how to determine if a book is written to persuade the reader?
Read Independently?
Generate a list of pros & cons about a topic?

67 of 191

Day 5

ELA Review & Routines

68 of 191

68

Welcome & Connect

69 of 191

Morning Meeting

REFLECTION QUESTIONS:

How did you feel when your flower was growing to the sky?
How did you feel when your flower closed for the night?
How did it feel to create a garden of flowers as a community?
When can you use flower breathing to help you feel present?

SENTENCE FRAMES:

I felt _________ when my flower was growing.

I felt ____________ when my flower closed for the night.

I felt ___________ when I create a garden as a community.

I can use Flower Breathing to help me feel present when I ___________.

FLOWER BREATHING

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

DESCRIPTION

1. Settle into a comfortable seated position, and bring your hands together in front of your heart.

2. Bring your wrists together, your thumbs together, and your pinkies together (leaving the center three fingers apart).

3. Look down at your beautiful flower, and silently imagine... what color your flower is, what kind of flower it is, how many petals it has, and even what it smells like.

4. Inhale, blossoming your flower, as it reaches for the sun. Exhale, bringing your flower back to your heart. Inhale, opening your petals as they reach toward the sky. Exhale, closing your petals for the night. Inhale, growing your flower, as it reaches higher and higher. Exhale, returning your flower back to its roots. (Repeat for at least 3 breaths.)

5. Now, we are going to form a community garden by connecting all our flowers together. Connect your hands to your neighbor’s hands. Bring your wrists together, your thumbs together, and your pinkies together.

6. As a community, inhale, let’s grow our flowers up towards the sky. Exhale, protecting our buds as they rest for the night. Inhale, as our beautiful garden grows towards the sun. Exhale, bringing our flowers back to rest at our hearts. (Repeat for at least 3 breaths.)

7. Let’s close by bringing our flowers back to our own hearts, and taking one final flower breath together.

PEDAGOGICAL POINTERS

2ND — 5TH DIFFERENTIATION

To extend learning, you can teach a lesson about the various parts of the flower, examining the stem, leaves, and roots. You can also encourage students to make a connection between the parts of a flower and the parts of their bodies (e.g., arms can be the stems, etc).

ENRICHMENT

You can use this as an opportunity to develop students’ speaking skills. Ask them to share what their flower looks, smells, and feels like with a neighbor, and then bring them back to focus by

saying “now silently bring your flowers back to your hearts...Inhale...”

VARIATIONS

This activity can be done on the floor in a circle, sit- ting in chairs at desks/ tables, or outside.

70 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

71 of 191

71

Creating a Collaborative Atmosphere within Reader’s Workshop

How to Have a Respectful Conversation
Make eye contact with the speaker. Shift body toward speaker. Use appropriate facial expressions. Say something meaningful. Be a polite and thoughtful speaker. Use stems when appropriate.

Sentence Stems
I like/don’t care for ____ because _____ I agree/disagree with you because _____ Why do you think that? Could you explain what you mean?

Let’s continue to practice respectful conversations. Have conversations about the following question with your partner. Take turns asking the question. Don’t forget to use the sentence stems to respond if you need them!

What activity do you like best and why?

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Creating a Collaborative Atmosphere within Reader’s Workshop

Have the Respectful Conversations chart and sentence stems available as you review the skills needed to have respectful conversations. You may decide to have students in a whole-group sitting area for this activity or after directions have been given, students could stand next to their partners.

Say: This idea of respectful conversations is so important that we are going to continue practicing it today and probably in the future again, too. Take a look at our chart from yesterday. Which skills on the chart do you think are most helpful to use in a conversation? Why?

Allow students the opportunity to share their thinking with the whole group. Remind students that respectful conversations happen both in small groups and in the large group, so there are many opportunities in the day to practice.

Say: I am going to put up another set of pictures to choose from. This time, you will work with a new partner. Take a moment to look at the pictures and decide which activity you like the best and why. Think about how you might share this information with a partner. Take turns speaking and listening. Remember, we are practicing respectful conversations, so think about your body language, making eye contact, and trying out some of our stems.

Give students a few minutes to practice. Pay attention to what students are saying and how they are talking with one another. When the group is finished talking, take a moment to praise students for their good listening and speaking skills. Offer a few suggestions for how students can strengthen their skills.

72 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

72

Author’s Purpose
To Inform	To Entertain	To Persuade
To teach or give information to the reader	To hold the interest of the reader through enjoyment	To convince the reader of a certain point of view

Read-Aloud:

Understanding Author’s Purpose (to inform)

Author’s purpose is the reason why the author chose to write a book.

Partner Talk:

What does it mean to inform?

73 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

73

Read-Aloud:

Understanding the Author’s Purpose (to inform)

Today, we will read a story that the author wrote to inform the audience.

As you listen, I invite you to think about what the author is trying to explain.

74 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

74

Read-Aloud:

Understanding the Author’s Purpose (to inform)

Discussion:

What is the story about?

What are some facts we learned by reading the story?

Did the book teach us about a particular topic or explain the topic in more detail?

What was the author’s purpose?

75 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

75

Independent Reading: Introduce the Reading Workstation

Reading Workstation
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

We will revisit how the classroom Library is organized.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Introduce the Reading Workstation

Determine how the Reading Workstation will operate in your classroom. Where will materials be stored? Where will students sit when they are at this station? What are the expected behaviors in this station?

Say: We have been building stamina with our reading this week. Occasionally, you will have the opportunity to practice independent reading within a workstation. We have practiced some of the activities that you may choose to do when you are in the Reading Workstation. Let’s go over the expectations. Mainly, you will be reading. You might be reading a book you are currently in the middle of, previewing a new book from our classroom library, or completing a reading log.

Say: Whenever you are in the Reading Workstation, you will be expected to fill out your reading log. Later on, we will learn about buddy reading and that will also be something you can do at this workstation. What questions might you have about the Reading Workstation?

Take a moment to answer any questions.

Ask: What behaviors do you think I will expect of you when you are at the Reading Workstation?

Call on a few students to respond. Record on the chart any answers that match your expectations for behavior. Some suggestions can be found on the slide.

You may want to revisit how the library is organized. Talk about the different features of the classroom library. For example, explain how the books are organized (by author, level, interest, or author’s purpose). Talk about where to find a dictionary, thesaurus, extra reading log, and any additional resources they may need. Tell students where they can sit, whether it is in a carpeted area, around the room, or at desks.

76 of 191

Independent Reading Time


Students with books open Students reading Students thinking about what they are reading	Pages turning Voices off

77 of 191

Persuasive Writing

Let’s decide which letter we are going to write today. Raise your hand if you would like to write a letter for the topic?

Against the topic?

Who should we write the letter to?

PERSUASIVE WRITING
TOPIC:
FOR	AGAINST
Opinion:	Opinion:
Reason 1:	Reason 1:
Reason 2:	Reason 2:
Reason 3:	Reason 3:
Opinion:	Opinion:

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Yesterday we thought about the pros and cons of ______________________. Let’s decide which letter we are going to write today. Raise your hand if you would like to write a letter about the benefits of _____________. Now raise your hand if you would prefer to write about the benefits of not __________________. Now, who should we write this letter to? Ok, let’s take our ideas and turn them into a letter.

Use Persuasive Writing topic chart

Model how you expect students to write letters. This may include a greeting, a date, and a closing. You may also choose to be very specific regarding the number of paragraphs. If desired, the content in the graphic organizer can be transferred directly to a one-paragraph letter, or it can be expanded to include more paragraphs with greater detail.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

78 of 191

Independent Persuasive Writing

Take out your list of opinion writing topic ideas.
Put a star next to the one you would like to start writing today.
Write down your thoughts on the graphic organizer to start planning.

Write a Letter

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Now that we have practiced using a graphic organizer to plan and write our letters, you are going to write your own. Take out your list of opinion writing topic ideas. Put a star next to the one you would like to start writing today. I will pass out a graphic organizer for you to start planning your piece. We will take about ten minutes to get our ideas down on paper.

Monitor students as they begin completing the graphic organizer. Support students who may need additional help narrowing down their topic or clarifying their position on the issue. After ten minutes, use a signal to gather the attention of the students.

Use a Stand-Up, Hand-Up, Pair-Up activity to divide the class into pairs. Tell partners to take turns discussing their topics. Remind students to practice having respectful conversations, and refer to the Respectful Conversations anchor chart if needed.

79 of 191

Independent Persuasive Writing

Take turns discussing your topic with your partner.

Practice having respectful conversations.

Stand-Up, Hand-Up, Pair-Up

80 of 191

Independent Persuasive Writing

Write a Letter

Date

Greeting/Salutation,

The body of the letter. . .

Closing,

Signature

81 of 191

Let’s Reflect

What did you learn today?

Can you:

Listen and respond to a story?
Participate in group discussions?
Explain how to determine if a book is written to inform the reader?
Explain the expectations for the Reader’s Workstation?
Write an opinion letter?

82 of 191

Day 6

ELA Review & Routines

83 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

84 of 191

Activating Prior Knowledge

Today, we are going to read the book “One Plastic Bag” by Miranda Paul.

Take a look at the cover. What do you think the book is going to be about?

What do you think the purpose of this book is?

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Choose a book that is meant to inform the reader, possibly one that is connected to a Social Studies or Science unit you are currently studying or will be studying. Have copies of a blank KWL chart available to pass out to the class. If you have a copy of the book you can also take a look through the book and ask what do the pictures and headings in the book tell us?

Say: Today, we are going to read the book (say name and author/illustrator). Take a look at the cover. What do you think this book is going to be about?��Say: Let’s take a look through the book at the different pictures, illustrations, and headings. What do the pictures and headings tell you?��Ask: What do you think the purpose of this book is?

Allow time for students to discuss in whole group.

85 of 191

Using a KWL Chart to Document Learning

Topic: Recycling
K What I think I know	W What I want to know	L What I learned

Turn and talk with a partner about what you would like to learn by reading this book.

Please remember our strategies for respectful conversations.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Read-Aloud: Using a KWL Chart to Document Learning

Say: This is a KWL chart. We can use a chart like this to note what we learn from reading an informational book. The K stands for “What I think I know.” The W stands for “What I want to know.” The L stands for “What I learned.” What do you already know about this topic? Let’s write your answers down in the “know” section of the chart.

Allow students to share what they already know about the topic while you record their answers in the chart.

Say: Let’s think about what we might like to learn from reading this book. The book is about recycling, so would it make sense that we would learn about recycling? (choose a topic that would not be information learned from the book) It doesn’t make sense that we would learn ________ by reading this book. When filling out this section, we should use all of the information we have found from the cover, the pictures, and the headings to complete the W section of the graphic organizer. If you only have the audio book it may be difficult to look at the pictures in the book.

Who would like to share something they would like to learn?

Add student responses to the W section of the chart.

Say: We will fill out the L section of the organizer after we read the story.

Read the book aloud while stopping to define unknown words or ask clarifying questions. Some possible questions might be:

What does the author mean when he/she says _________?
What do you think the word _______ means in this story? What clues helped you figure that out?

Say: Now that we have read the book, let’s finish the last section of the KWL chart. What did we learn from reading this story?

Add student responses to the L section of the chart.

Say: Look at all the information we were able to get from this book! We really learned a lot! I am guessing there are still some pieces of information that we can learn from rereading this book. I am going to put it in our classroom library so that you can read the book again while you are in the reading workstation.

86 of 191

KWL Chart

As you listen to the story think about what you are learning about recycling.

We will fill out the L section of the organizer after we read the story.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Read the book aloud while stopping to define unknown words or ask clarifying questions. Some possible questions might be:

What does the author mean when he/she says _________?
What do you think the word _______ means in this story? What clues helped you figure that out?

Say: Now that we have read the book, let’s finish the last section of the KWL chart. What did we learn from reading this story?

Add student responses to the L section of the chart or go back to slide 85 to finish the L section of the KWL chart)

Say: Look at all the information we were able to get from this book! We really learned a lot! I am guessing there are still some pieces of information that we can learn from rereading this book. I am going to put it in our classroom library so that you can read the book again while you are in the reading workstation.

87 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

87

Independent Reading: Introduce the Reading Workstation

Reading Workstation
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

We will revisit how the classroom Library is organized.

88 of 191

Independent Reading Time


Students with books open Students reading Students thinking about what they are reading	Pages turning Voices off

89 of 191

Read aRead-Aloud:

89

Sharing Our Writing

Sentence Stems
I like the way you described ________. It made me feel ______. I liked the ending because _______. I liked the part where you talked about _________________.

Sharing our writing with others is an important part of the writing process. We get to hear how other writers organize their thoughts and use words. The listener gets to make suggestions or offer advice to the writer. The writer sees how others respond to his or her writing and listens to feedback.

Share a piece of writing with a partner/triad!

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Ask: Are there any questions about how to share your writing?��Say: Let’s practice. We are going to take a moment to get a piece of our writing we would like to share. Right now, we have a few different responses to reading to choose from. You might choose your question jar writing, your lifting a line writing, or your opinion writing piece.��Say: Now that everyone has chosen a writing piece, let’s partner up to practice sharing our writing. Choose one person to go first. Remember, sit facing each other, pay attention to the reader, and be thoughtful with your feedback.

As students take turns sharing, walk around the room, monitor student conversation, and praise and redirect when appropriate.

90 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

90

Introduce the Writing Workstation

Writing Workstation
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Introduce the Writing Workstation

Say: Today, we are going to discuss the Writing Workstation. We have had lots of practice writing for different purposes so far this year. Think back to the different opportunities we have had to write. What do you remember?

Students might say things like questions in a jar, lifting a line, or opinion letters.

Say: We have also learned how to share our writing. All of these writing experiences are ones that you can choose to do in the writing workstation. Throughout the year, we will add to the list of choices. Let’s make a chart for what we have already. Now, let’s think about the expectations we will have for each other while in this station. We can use the Reading Workstation chart to help us

Say: We will have an opportunity to practice this workstation tomorrow.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

91 of 191

Let’s Reflect

What did you learn today?

Can you:

Listen and respond to a story?
Participate in group discussions?
Explain the expectations for the Reader’s Workstation?
Explain the expectations for the Writer’s Workstation?
Share your writing with a partner and provide feedback?

92 of 191

Day 7

ELA Review & Routines

93 of 191

93

Welcome & Connect

94 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

95 of 191

Activating Prior Knowledge

Today, we are going to read “Germs Make Me Sick” by Melvin Berger. Take a look at the cover.

What do you think the book is going to be about?

What do the pictures and headings in the book tell us?

What do you think the purpose of this book is?

If our book is about germs, what types of words could we expect to hear?

Thinking about what vocabulary words we might find in a book is another strategy that readers use before reading.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Getting Ready for Whole-Group Instruction: Activating Prior Knowledge

Choose a book that is meant to inform the reader, possibly one that is connected to a Social Studies or Science unit you are currently studying.

Say: Today, we are going to read the book (say name and author/illustrator). Take a look at the cover. What do you think this book is going to be about?��Say: Let’s take a look at the pictures, illustrations, and headings. What do the pictures and headings tell you about the book?��Ask: What do you think is the purpose of this book? Refer to the Author’s Purpose anchor chart if needed.��Ask: If our book is about ________, what types of words could we expect to hear?

Write down student answers on the board. Occasionally ask students to justify their word choice or expand on their thinking. You might use: Tell us more about your word. What makes you think your word might be in the book?

Say: Thinking about what vocabulary words we might find in a book is another strategy readers use before reading.

96 of 191

Interactive Read Aloud: Using a KWL Chart to Document Learning

Topic: Germs
K What I think I know	W What I want to know	L What I learned

After you list what you know, share with your table team

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Using a KWL Chart to Document Learning

Say: Today, each of you is going to complete your own KWL chart. Need individual KWL chart for each student.

Pass out a chart to each student.

Say: Write the book topic in the first box. Go ahead and start listing things you think you already know about this topic. We have a great list of vocabulary words on the board that might help you as you write.

KWL chart

Say: Let’s take a moment to share what we think we know in our table teams.

If desks are not already arranged in table teams, allow students time to form groups of three or four.

Say: Each of you is going to take turns sharing something from your chart. You will only share one statement at a time. When everyone in your group has had a turn, go around and share again. Pay attention to what others in the group say. Try to avoid repeating the same statement over and over again. When your group is finished sharing, take a moment to write down anything else you would like in the K section of your chart. I am sure you will hear something that will spark some background knowledge for you.��Say: Let’s complete the W section of the chart before I begin reading. Take a few moments to jot down what you would like to know about this topic.

Model an example or two for the students before they begin filling in their own charts.��When students have completed the W section of their charts, begin the read-aloud. Pause and ask questions or clarify vocabulary words when appropriate. Let students know that they will have time to complete the L section of the chart after the read-aloud is finished.

97 of 191

Activating Prior Knowledge

98 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

98

Independent Reading: Review the Reading Workstation

Reading Workstation
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

We will revisit how the classroom Library is organized.

99 of 191

Independent Reading Time


Students with books open Students reading Students thinking about what they are reading	Pages turning Voices off

100 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to persuade

100

Writing Process: Constructive Feedback

Sentence Stems
I’m confused about _________. Tell me more about _________. Can you add ______ ?

Share a Piece of Writing with a Partner

Sometimes when we share our writing, it is important to be able to give and receive constructive criticism. The listener should make suggestions or offer advice to the writer. This gives the writer the opportunity to listen to feedback about his or her writing. Here are some ways you might choose to share your opinion:

101 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

101

Writing Workstation

Writing Workstation
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

Choose a Writing Activity

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Have the Writing Workstation anchor chart available for students to see.

Say: Yesterday we discussed what happens in the Writing Workstation. Take a moment to think about what we are expected to do in the Writing Workstation. What do you remember? What are things we might choose to do in this workstation? Turn and talk with a partner to discuss ideas.��Say: Let’s practice. Choose your writing activity for today and get started.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

102 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Practice working at the Reader’s Workstation?
Practice working at the Writer’s Workstation?
Share your writing with a partner and provide feedback?

103 of 191

Day 8

ELA Review & Routines

104 of 191

104

Welcome & Connect

105 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

106 of 191

Making Connections to Text

Text-to-Text Connections
Characters Plot Setting Genre Tone

Making connections is one strategy that readers use to understand a text. While reading, you may be reminded of something personal in your life, another story you have read, or possibly something that is happening or has happened in the world.

Turn and Talk

Discuss with a partner any connections you made to the book that I read aloud yesterday.

107 of 191

Interactive Read Aloud: Making Connections to Text

Today I am going to read “The Dot” and “Ish”. As you listen, think about the connections you make between the two books.

.State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Read-Aloud: Making Connections to Text

Say: Today, I am going to read the story (say name and author/illustrator) and share with you the connections I make to other books that I have read. You may consider reading two books and make connections between the two books.

Option 2: Read “The Dot” and “Ish”. As you listen, think about the connections you make between the two books.

As you read the story, stop and share the connections you are making. Think aloud using a two-part explanation for each connection:

The part about __________ in the book reminds me of ________ in the book ___________.
What I just read reminds me of __________ (story/book/movie/song) because __________.
The ideas in this text are similar to the ideas in __________ because __________.
The ideas in this text are different from the ideas in ____________ because ________.

Ask: How does making text-to-text connections help you understand and comprehend the text better?

108 of 191

Making Connections to Text

109 of 191

Interactive Read Aloud: Making Connections to Text

The part about __________ in the book reminds me of ________ in the book ___________.
What I just read reminds me of __________ (story/book/movie/song) because __________.
The ideas in this text are similar to the ideas in __________ because __________.
The ideas in this text are different from the ideas in ___________ because ________.

How does making text-to-text connections help you understand and comprehend the text better?

MAKING CONNECTIONS TO TEXT

110 of 191

Introducing the Listening Workstation

Listening Workstation
Activities	Expectations
Listen individually Listen with a buddy	Work independently or with a buddy Use an inside voice when working with a buddy Troubleshoot equipment with a buddy before asking a teacher Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

Lets review computer use and how to access e-books on Clever.

What questions do you have?

111 of 191

Independent Reading Time


Students with books open Students reading Students thinking about what they are reading	Pages turning Voices off

112 of 191

Writing about Connections to Text

CONNECTIONS TO TEXT

We are going to look at how to write about text-to-text connections. Let’s practice expanding a connection.

Now, think about the text-to-text connections you made when listening to the book.

Turn and Talk

Talk to a partner about one of your connections.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Model: Writing about Connections to Text

Say: You have heard my text-to-text connections to the read-aloud book. Now, we are going to look at how to write about those connections. We are going to practice expanding a connection.

Flip through the book and remind students of the different connections you made while reading. Choose one to write about.��Think aloud as you write, stopping to ask questions or clarify student thinking.

Say: Now, think about the text-to-text connections you made when listening to the book. Turn and talk to a partner about one of your connections.

Once students are finished sharing with a partner, ask the class to share some of their text-to-text connections with the whole group.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

113 of 191

Independent Writing

WRITING ABOUT CONNECTIONS TO TEXT

Your Turn!

If you have a good idea of what text-to-text connection you are going to write about, you may go to your seat and begin writing about a connection you had to the text. I will help everyone else who may need help.

Remember to write in complete sentences while using appropriate punctuation and capital letters.

Cite evidence from the text as you write.

114 of 191

Independent Writing

WRITING ABOUT CONNECTIONS TO TEXT

Pair off

and

Share Your Writing

115 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Read Independently?
Practice the expectations and activities of the Listening Workstation?
Write about connection made while reading?

116 of 191

Day 9

ELA Review & Routines

117 of 191

117

Welcome & Connect

118 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

119 of 191

Making Connections to Text

Title	Text What happened?	Connection What did it make you think of?

Today we are going to make text-to-self connections. We are also going to start keeping track of our connections by using this chart.

120 of 191

Read-Aloud Making Connections to Text

Today I am going to read “Carl the Cantankerous Cat” by Donna Paul. As you listen, think about any connections you might make to something else you may have read.

Text-to-Self Connections
The part about__________ in the book reminds me of ______ in the book _____________. What I just read reminds me of _________ (story/book/movie/song) because ______________. The ideas in this text are similar to the ideas in _________ because _______. The ideas in this text are different from the ideas in _______ because ________.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Read any book of your choice/culturally responsive texts.

Read-Aloud: Making Connections to Text

Say: Today, I am going to read the story (say name and author/illustrator) and share with you the connections I make as I read. As I read, be thinking about any connections you might make to something else you may have read.

As you read the story, stop and share the connections you are making. Model using a two-part explanation of your connection:

The part about _________ in the book reminds me of _________ in the book _______________.
What I just read reminds me of ___________ (story/book/movie/song) because ___________.
The ideas in this text are similar to the ideas in ___________ because __________.
The ideas in this text are different than the ideas in __________ because ________.

Say: When I stop and make a connection, I am going to add it to the chart like this (or use chart on slide 120).

Fill in the chart for each connection you model. Model making connections with the first few pages of the read-aloud book. After you have made a few connections, tell the class that they are going to be thinking of their own connections throughout the rest of the story.��Continue with the read-aloud. Stop occasionally to ask if anyone has any connections they would like to share. If there is enough time, write students’ connections on the anchor chart.��After the read-aloud, ask students to think about the importance of making connections.

Ask: How did using the strategy of making connections help you understand the story?

Connections tracking chart. As you read the story, stop and share the connections you are making. Model using a two-part explanation of your connection: see next slide for connections chart.

121 of 191

Interactive Read-Aloud and Shared Reading: Making Connections to Text

122 of 191

Making Connections to Text

Title	Text What happened?	Connection What did it make you think of?

How did using the strategy of making connections help you understand the story?

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Connections tracking chart.

Say: When I stop and make a connection, I am going to add it to the chart like this.

Fill in the chart for each connection you model. Model making connections with the first few pages of the read-aloud book. After you have made a few connections, tell the class that they are going to be thinking of their own connections throughout the rest of the story.��Continue with the read-aloud. Stop occasionally to ask if anyone has any connections they would like to share. If there is enough time, write students’ connections on the anchor chart.��After the read-aloud, ask students to think about the importance of making connections.

Ask: How did using the strategy of making connections help you understand the story?

123 of 191

Writing About Connections to Text

We are going to begin using sticky notes while we read to mark down our connections. That way, we can add them to our chart later and not spend a lot of time doing it while we are reading.

Write down a few words on your sticky note so you can remember what you were thinking, and then go back to that page later!

124 of 191

Independent Reading Time: Practicing Making Connections to Text


Students with books open Students reading Students thinking about what they are reading	Pages turning Voices off

Make connections on sticky notes

125 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

125

Writing About Connections to Text

Your Turn!

Write about a text-to-self connection you had with your independent reading book.

Use this sentence stem and your connections chart to help you write:

In the book ___________, when ______________, it reminded me of when _______________.

Remember to write in complete sentences while using appropriate punctuation and capital letters. Cite evidence from the text as you write.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Writing about Connections to Text

Say: You have heard me model how to share my personal connections and you have practiced sharing your connections, too. Now, we are going to look at how to write your connections. Writing down a connection to a text is almost like sharing a connection orally. The only difference is that we need to include the name of the book in our writing. For example, remember the connection I made in the book (name of book) about ___________?

Point to the appropriate spot on the Connections Tracking chart. Take a moment to write down how that verbal connection could be written. Students should first write down the type of connection, then the name of the book, the the connection, and the reason for the connection. For example:

In the book ________, when _______, it reminded me of when ________.� During independent writing time they will be writing about their connections. They could write their connections on a page of loose leaf paper, in their response journals, or on a teacher-created chart.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

126 of 191

Read aRead-Aloud:

Understanding the Author’s Purpose (to entertain)

loud: Understanding the Author’s Purpose (to persuade

126

Practice the Writing Workstation

Writing Workstation
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing Document connections to text Write about connections to text	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

127 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Read Independently?
Make connections while reading?
Write about connection made while reading?

128 of 191

Day 10

ELA Review & Routines

129 of 191

129

Welcome & Connect

130 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

131 of 191

Introduction to Questioning

When I read, I ask myself many kinds of questions to:

clarify what the author is saying.
determine whether I agree or not with what the author has said.
wonder about the characters and what will happen next.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Tell them that they will be using the T-chart to organize their questions about their reading.

Introduction to Questioning

Decide on a thought-provoking image such as a photo, book without words, or book cover. Project the photo or image so that all student can see it.

Say: Take a look at this photo. What do you see? There is no text or story to support the picture. What kinds of questions does this picture make you curious to know?

Write down one question per sticky note as students call out. Help students consider many different perspectives of the photo or book with some guiding questions and statements. When students are finished generating questions, reread each sticky note aloud to the class. Without explanation, place each sticky on the left or right side of the chart. Once all questions have been sorted and placed on the chart, ask the students why the questions might be sorted in this way.

Say: I placed some of the questions on the right side of the chart and some on the left side of the chart. Why do you think that is? What do you notice about the two groups of questions?

Allow time for students to think of an answer. Have students turn and talk, sharing their thoughts with a partner.

Ask: Why do you think I sorted the questions in this way?

Talk through students’ answers. Once students have communicated an accurate reason, label each side of the chart.

Say: The questions on the left side of the chart are questions that can be answered by information found in this picture. These are called “thin” questions. The answers are “right there.” The questions on the right side of the chart can only be answered by thinking, reasoning, and putting more than one piece of information together. These types of questions are called “thick” questions.

Say: Both types of questions are important. Readers use thick and thin questions to better understand what they are reading. When you begin at the Reading Workstation today, I would like you to be thinking about the types of questions you ask yourself as you are reading.

132 of 191

Introduction to Questioning

What do you see?

What kinds of questions does

this photo make you curious

to know?

(Photo by Thomas P Peschak/Wildlife Photographer)

On a sticky note, write down one question you have about this photo.

When you are done, bring me your sticky note.

Let’s try another one…

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Decide on another thought-provoking image such as a photo, book without words, or book cover. Project the photo or image so that all student can see it. This time students will write down their questions on a sticky note.

Say: Take a look at this photo. What do you see? There is no text or story to support the picture. What kinds of questions does this picture make you curious to know?

Write down one question per sticky note as students call out or you can pass out one sticky note to each student and have them write one question on the sticky note. Help students consider many different perspectives of the photo or book with some guiding questions and statements. When students are finished generating questions, collect their sticky notes and reread each sticky note aloud to the class. Without explanation, place each sticky on the left or right side of the chart. Once all questions have been sorted and placed on the chart, ask the students why the questions might be sorted in this way.

Say: The questions on the left side of the chart are questions that can be answered by information found in this picture. These are called “thin” questions. The answers are “right there.” The questions on the right side of the chart can only be answered by thinking, reasoning, and putting more than one piece of information together. These types of questions are called “thick” questions.

Say: Both types of questions are important. Readers use thick and thin questions to better understand what they are reading. When you begin at the Reading Workstation today, I would like you to be thinking about the types of questions you ask yourself as you are reading.

133 of 191

Introduction to Questioning

I placed some of the questions on the right side of the chart and some on the left side.

Why do you think that is? What do you notice about the two groups of questions?

Why do you think I sorted the questions in this way?

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Say: I placed some of the questions on the right side of the chart and some on the left side of the chart. Why do you think that is? What do you notice about the two groups of questions?

Allow time for students to think of an answer. Have students turn and talk, sharing their thoughts with a partner.

Ask: Why do you think I sorted the questions in this way?

Talk through students’ answers. Once students have communicated an accurate reason, label each side of the chart.

Left Side: Questions that can be answered by information found in picture (thin). The answers are “right there”.

Right Side: Questions that can only be answered by thinking, reasoning, and putting more than one piece of information together. “Thick” Questions.

134 of 191

Introduction to Questioning

“THIN QUESTIONS” These questions have answers that are easy to find and are “right there” either in the picture/photo or text.	“THICK QUESTIONS ” These questions can only be answered by thinking, reasoning, and putting more than one piece of information together.

Both types of questions are important. Readers use thick and thin questions to get a better understanding of what they are reading. When we read our books today, I would like you to be thinking about types of questions you ask yourself as you are reading.

.State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Talk through students’ answers. Once students have communicated an accurate reason, label each side of the chart.

Say: The questions on the left side of the chart are questions that can be answered by information found in this picture. These are called “thin” questions. The answers are “right there.” The questions on the right side of the chart can only be answered by thinking, reasoning, and putting more than one piece of information together. These types of questions are called “thick” questions.

Say: Both types of questions are important. Readers use thick and thin questions to better understand what they are reading. When you begin at the Reading Workstation today, I would like you to be thinking about the types of questions you ask yourself as you are reading.

135 of 191

Interactive Read Aloud: Questioning and Making Connections

Today I am going to read “Just Help” by Sonia Sotomayor. As you listen, think about the connections you make with the story and questions you have.

Text-to-World Connections
What does this remind me of in the real world? How is this text similar to things that happen in the real world? How is this text different from things that happen in the real world? How did my knowledge of something in the world around me help me to understand the text better?

136 of 191

Interactive Read Aloud: Questioning and Making Connections

137 of 191

Independent Reading Time: Recording Questions about Reading

Ask Questions on sticky notes

As you read, I would like you to write down any questions you have.

You will be using sticky notes to write down your questions.

Write one question per sticky note.

138 of 191

Writing: Thick and Thin Questions

“THIN QUESTIONS” These questions have answers that are easy to find and are “right there” either in the picture/photo or text.	“THICK QUESTIONS” These questions can only be answered by thinking, reasoning, and putting more than one piece of information together.

Team Table Work:

Sort your sticky notes based on whether they are thick or thin questions. Think carefully about whether the answers to your questions are “right there” or if you have to put together more than one piece of information to determine an answer.

.State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Say: We just finished practicing asking questions while reading. How did it go?

Say: I want us to take a closer look at the questions you asked when we looked at this photo. I organized the questions into two different categories. Can someone explain to the class what they remember about thick questions? Can someone explain to the class what they remember about thin questions?

Say: I would like you to sort your sticky notes based on whether they were thick questions or thin questions. Think carefully about whether the answers to your questions are “right there” or you have to put together more than one piece of information to determine an answer.

Have the students go back to their tables, and invite them to take turns sharing their questions and justifying their answers to their table team. Remind students to practice respectful conversations as they work together to complete the task.��Once the students have completed the task, ask if there are any questions. Distribute the thick/thin questions exit tickets.

139 of 191

Writing: Thick and Thin Questions

What is the difference between a thick question and a thin question?

Give an example of each type.

140 of 191

Introduce the Computer Workstation

COMPUTER WORKSTATION
Activities	Expectations
Read books online Play learning games Do research Use an online search engine to research classroom assignments Work on a piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Keep the station neat and organized Be purposeful Be productive Troubleshoot equipment with a buddy before asking a teacher

Let’s do a quick run through on how to use the computer workstation:

logging in

using headphones

volume

accessing learning activities

word processing tools

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Determine how the Computer Workstation will operate in your classroom. Where will materials be stored? Where will students sit when they are at this station? What are the expected behaviors in this station?

Build a Computer Workstation anchor chart with the class. Answer any questions students may have.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

141 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Read Independently?
Generate & evaluate questions?
Write about questions being asked while reading
Understand & practice the Computer Workstation?

142 of 191

Day 11

ELA Review & Routines

143 of 191

143

Welcome & Connect

144 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

145 of 191

Using Questioning to Understand Text

Let’s Review the Thin and Thick Questions Chart from yesterday.

Turn & Talk to Partner -

What is the difference between a thin and thick question?

Be prepared to discuss your thoughts with class.

“THIN QUESTIONS” These questions have answers that are easy to find and are “right there” either in the picture/photo or text.	“THICK QUESTIONS” These questions can only be answered by thinking, reasoning, and putting more than one piece of information together.

146 of 191

Questioning

Let’s Practice Again!

What do you see?

Take a look at this photo. What do you see? There is no text or story to support the photo. What kinds of questions does this photo make you curious to know?

Write down your questions and sort them by thick and thin questions on your chart.

147 of 191

Interactive Read-Aloud: Questioning

What do we know about asking questions?

How do you think asking questions helps a reader?

How do readers figure out the answers to their questions?

As I read today, I am going to show you how I ask questions while reading.

Partner Talk: Be ready to share your thinking about the types of questions I asked as we listened to the story.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Read any book of your choice/culturally responsive texts

Write down questions on sticky notes in advance so that you can easily recall them during the read-aloud. Model the questions that come to mind as you read aloud to the class.

Read-Aloud: Using Questioning to Understand Text

Ask: What do we know about asking questions?

As needed, refer to the Thick and Thin Questions chart from yesterday’s class.

Ask: How do you think asking questions helps a reader? How do readers figure out the answers to their questions? As I read aloud today, I am going to show you how I ask questions while reading.

Model the questions that come to mind as you read aloud to the class.��Ask students to turn and talk to a partner about the types of questions that the teacher asked.

148 of 191

Independent Reading Time: Questioning

Ask Questions on Sticky Notes

Book Basket

Before, while, and after you read, I would like you to write down any questions you have. You will be using sticky notes to write down your questions. Write one question per sticky note.

Stamina

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Independent Reading: Questioning to Understand Text

Say: Now it is your turn to practice asking questions before, while, and after you read a book. Today, we are going to pick a shorter text to read as we practice asking questions. I have a variety of books to choose from in this basket. You will need to choose a book and get some sticky notes and a pen or pencil before you sit down to read. As you preview your book, write down any questions you have. Then, begin reading and continue to write down questions as you read. You can post your sticky notes in the book for now. We will use them again later today.

Allow students the opportunity to choose a picture book from your collection, get their sticky notes, and get a pen or pencil before settling down to read. Walk around and confer with students as they read and ask questions.

149 of 191

A Response to Reading: Questioning

Let’s look back at the questions I asked when reading my book. As we go through them, we will put an “A” for “answered” next to each question that was answered as I read the book. We will note where we located the answers.

Now, let’s think about which of my questions helped me understand the book better.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Say: We just finished practicing the strategy of asking questions while reading. How did it go?

Say: I want us to take a closer look at the questions I asked when I read earlier today. I am going to carefully pull all of the sticky notes out of the book and stick them on a clean sheet of paper. Now, let’s go through and put an “A” for answered next to each question that was answered as I read the book. We need to note where we located the answers.

Read each question aloud, asking students to share whether the question was answered while reading the book or not. Model putting an “A” on sticky notes that had an answer.

Say: I want to think about which of my questions helped me understand the book better.

Pause while reading through your questions again.

Say: I think this question, _________________________, was very helpful to me.

Explain to the students why this question helped you develop a deeper understanding of the book.

150 of 191

Questioning

Now It’s Your Turn!

Read through your questions and mark an “A” on any sticky note that has a question that was answered while you read your book. Then choose one of the questions that helped you understand the book more deeply.

Write that question at the bottom of your page and explain why this question is key to your understanding of the book.

Remember to write in complete sentences while using appropriate punctuation and capital letters. Cite evidence from the text as you write.

151 of 191

Establishing Workstation Routines

ROTATION
Reading Workstation	Listening Workstation

Writing Workstation	Computer Workstation

We are going to practice having a few different workstations going at the same time.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Have a Rotation anchor chart with student assignments ready to share with the class.

Say: We are going to practice having a few different workstations going at the same time. We will use this workstation chart to help us know what station we are supposed to be working in.

Explain to the students how to read the chart and who will be going where first. Remind students of the expectations for each workstation, and call students to move to the appropriate station to get started.

Walk around and monitor students as they work at the different stations. Answer any questions they may have, or redirect students that need additional support. After ten minutes or so, ask students to finish up what they are working on. Praise students for any positive behaviors you noticed during this block of time. Offer any suggestions of expectations you feel the class should focus on next time.

Say: Now we are going to clean up and switch to a new workstation.

Direct students to look at the workstation chart to see where they are going next. Remind students of the expectations for rotation among workstations.��Repeat the rotational process one more time so that students have practiced getting started, cleaning up, and rotating to a new station three different times.

152 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Read Independently?
Explain how & why we ask questions?
Ask & answer questions while you read?
Practice rotating workstations?

153 of 191

Day 12

ELA Review & Routines

154 of 191

154

Welcome & Connect

155 of 191

Making Predictions: What’s in the Bag?

What’s in the Bag?

We are going to play a game called What’s in the Bag?

Describe what you feel. Everyone must listen carefully to the clues and think of what could be inside. It will be our job to predict what we will find in the bag using the evidence we have. Our predictions will become more accurate as we acquire more information.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Getting Ready for Whole-Group Instruction: What’s in the Bag?

Choose different objects to place in brown paper bags to use during this activity. For example, you might choose to use a clean dish sponge, a toothbrush, a tennis ball, a stuffed animal, or a sock.

Say: We are going to play a game called What’s in the Bag? I am going to choose one student to reach into a bag, feel what’s inside, then describe what they feel to the class. Everyone must listen carefully to the clues and think of what could be inside. We will have only five chances to guess what the item is, so think carefully before you speak. It will be our job to predict what we will find in the bag using the evidence that we have. Please notice that our predictions become more accurate as we acquire more information.�

Call on a student to begin the game. Direct the student to reach into the bag to feel what is inside. Without looking at the object, the student needs to describe what he or she feels to the class. Once the student is finished describing what’s inside the bag, call on students to guess the object. After five attempts, have the first student pull the object out to see if anyone guessed correctly.��Repeat the game a few more times with other bags of objects, giving students additional attempts to use clues to make predictions. Remind students to be thoughtful of their communication skills while they play the game.

156 of 191

Making Predictions: What’s in the Bag?

How did you guess what was in each bag?

157 of 191

Making Predictions

You made guesses based on your background knowledge and information that was given to you. You were actually making predictions. You can also make predictions when reading a book. This is another strategy that readers use when reading a book.

This book is going to be about ______.
I wonder whether ______.
My prediction is changing because ______.

158 of 191

Read-Aloud: Making Predictions

Make a prediction based on the title or front cover. Make sure to explain which clues helped you make your predictions.

This book is going to be about ______.
I wonder whether ______.
My prediction is changing because ______.

159 of 191

Read-Aloud: Making Predictions

As I read, we will stop

to make other predictions

throughout the book.

160 of 191

Read-Aloud: Making Predictions

Need New Language Stems

Turn and Talk

Discuss how your predictions changed or shaped your understanding of the book.

161 of 191

Reading Workstation: Independent Reading

Partner Reading

You and a partner will choose a picture book you both have never read before. Find a quiet place and sit together.

You will each need a pencil and a partner prediction page.

You will make predictions before & while you read.

Take turns being the reader/listener- the listener will make & record his/her prediction.

You will record your responses on your half of the partner prediction page.

PARTNER PREDICTIONS
Partner A Predictions	Partner B Predictions

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Reading Workstation: Practice Making Predictions

Say: We are going to practice making predictions with partners today. You and a partner will choose a picture book from the basket that neither of you have read before. You will find a quiet place in the room to sit together and read. You will each need a pencil and a recording pencil and a recording chart. Once you and your partner get settled, you each will look at the cover of the book, read the title, and make a prediction about what you think the book is going to be about. You each will record your predictions on the sheet. Half of the sheet is for Partner A to write on, and the other half is for Partner B to write on.

Model creating a Partner Predictions recording chart.

Say: Once you have both written your predictions, you will take turns reading a page aloud to your partner. After the reader is finished reading, the listener will make a prediction and write it on the recording sheet. The listener then becomes the reader, reading the second page aloud. The new listener is now the writer, recording a new prediction on the sheet when the reader has finished his or her section.

Choose a student to model the activity so that students can see what is expected of them. Make sure to sit shoulder-to-shoulder or side-by-side as you model.

Say: When you buddy read, you will sit shoulder-to-shoulder or side-by-side so each of you can see the pictures and the words. What questions do you have before we begin?

Ask students to go ahead and begin buddy reading and writing predictions. Monitor students as they read and write. Answer any questions as needed.

Say: Now that we have practiced buddy reading, we can add it to our Reading Workstation Chart as a choice. For now, we will continue to practice using the Partner Predictions chart when choosing to buddy read during the Reading Workstation.

Decide how students will choose to buddy read at this station. One suggestion is to have a sign-up chart for students who wish to buddy read. This way, another student can read the list to determine whom to ask to buddy read. You may choose to model this process with a student so that everyone will know what to do.

162 of 191

Writing: A Book Recommendation

There are a lot of ways to learn about new books. How do you learn about new books?

Sometimes we hear about new books from our librarian, a teacher, or even someone at home like a brother, sister, or grandparent. Sometimes great book ideas come from our friends and classmates, too!

We are going to learn how to write a book recommendation so that you can share more books with each other. Let’s practice with the book I used for read-aloud today.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by

Model: Writing a Book Recommendation

Determine a structure for book recommendations that you would like the class to use. It could be in the form of a recording sheet or a paragraph. There are many forms and templates on the Internet to choose from.

Say: We have read a lot of books so far this year, and there are still so many more to read. Sometimes we hear about new books from our librarian, a teacher, or even someone at home like a brother, sister, or grandparent. Sometimes great book ideas come from our friends and classmates, too! We are going to learn how to write a book recommendation so that you can share more books with each other. Let’s practice with the book I used for read-aloud today.

Model for the students how to write a book recommendation using the form or template you have previously chosen.

Word Study Focus Suggestions:: some word study components that could be taught, retaught ,reviewed, reinforced and modeled during the shared writing section based on your students needs are:

Week 1:

vowel teams /ou/, /oi/ and /ô/, /oo/, homophones (to, two, too; they’re, their, there), silent letters (wr, kn, gn), and inflectional endings with spelling changes (drop final e, double final consonant).
-ing and -ed endings, plural endings (-es, -ies), and irregular past tense verbs
prefixes

Week 2:

related root words (addition, additional), irregular plural nouns (feet, children), -er/-or and –y/-ly endings, and contractions (‘ll, ‘ve, ‘m)
irregular past tense verbs and irregular plural nouns.
Suffixes

Week 3:

irregular plural nouns (man, men; foot, feet), silent letters (/n/ gn, kn; /r/ wr; /m/ mb), possessives (singular and plural), prefixes (un-, re-, dis-), and words with suffixes (-ful, -less).
prefixes and suffixes.
homographs and homophones

Additional support and focused lessons can be found in Phonics Word Recognition Intervention Resource Grade 3, The Phonics and Word Recognition Intervention Grades 4-6 Resource, and the Writing and Language Handbook. Links to these resources can be found on the last slide of this slide deck.

163 of 191

Writing a Book Recommendation With a Partner

Go Back to Your Reading Partner

Work together to decide the best information to share with your classmates about the book.

Fill out the book recommendation together.

Be prepared to share with the class!

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by

Writing a Book Recommendation: Reminder- Determine a structure for book recommendations that you would like the class to use. It could be in the form of a recording sheet or a paragraph. There are many forms and templates on the Internet to choose from.

.Say: We are going to get back in our reading partner groups to practice writing a recommendation for the book you read together. Work together to decide the best information to share with your classmates about the book.

Walk around and confer with students. Note any students that are on the right track with their writing and ask them if they would like to share their writing with the class later. After ten minutes have passed, give students a signal letting them know they have five more minutes to finish their recommendations before you collect them. Ask students you have selected to share their writing. Then place their writing in their writing notebooks.

164 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Read Independently?
Use evidence to make predictions?
Practice making predictions with a partner?
Write a book recommendation?

165 of 191

Day 13

ELA Review & Routines

166 of 191

166

Welcome & Connect

167 of 191

Workstation Routines

I will call a few students to come to my small group reading table at a time during center rotations.

READING WORKSTATION
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

WRITING WORKSTATION
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

LISTENING WORKSTATION
Activities	Expectations
Listen individually Listen with a buddy	Work independently or with a buddy Use an inside voice when working with a buddy Troubleshoot equipment with a buddy before asking a teacher Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

COMPUTER WORKSTATION
Activities	Expectations
Read books online Play learning games Do research Use an online search engine to research classroom assignments Work on a piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Keep the station neat and organized Be purposeful Be productive Troubleshoot equipment with a buddy before asking a teacher

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by

Establishing Workstation Routines

Say: Just as we did on Monday, we are going to practice having a few different workstations going at the same time. We will use this workstation chart to help us know what station we are supposed to be working in.

Explain to the students how to read the chart and who will be going where first. Remind students of the expectations for each workstation, and call students to move to the appropriate station to get started. Go over the signal they need to listen for that will mean they need to clean up their station and move to the next one. Also remind the students that when they get to each station, they can read the chart to remind them of the activity choices they have once they are there.

When the students are working at the stations, you may walk around and monitor students as they work at the different stations. Answer any questions students may have or redirect students that need additional support.��If you and the students feel comfortable with how the workstations are working, you may call a few students to come to your guided reading table and start working with small groups. You may also use this time for reading, writing, or word study assessments.��Repeat the rotational process three more times so that students have practiced getting started, cleaning up, and rotating to a new station four times.

168 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

169 of 191

Interactive Read Aloud: Visualizing

I want you to think back to a celebration you once had. This could be your birthday, Thanksgiving, Valentine’s Day, or any special day. As you are remembering this celebration, think about who was there. Was there any food to eat? Were there any conversations happening? Are there any particular smells you remember?

Turn and Talk

Share everything that you visualized.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Getting Ready for Whole-Group Instruction: Visualizing

Select a couple of poems or passages from a book to read aloud.

Say: I want you to think back to a celebration you might have had. This could be your birthday, Thanksgiving, Valentine’s Day, or any special day. As you are remembering this celebration, I also want you to think of who was there. Was there any food to eat? Were there any conversations happening? Are there any particular smells you remember? Turn and talk with your partner about everything that you visualized.

Say: When you think about or recall a memory, you are visualizing. Visualization is a strategy of creating pictures in our minds as we read. It is as if we are watching a movie or television show in our heads.

170 of 191

Interactive Read Aloud: Visualizing

When you think about or recall a memory, you are visualizing. Visualization is a strategy of creating pictures in our minds as we read. It is as if we are watching a movie or TV show in our heads.

I am going to read this story as you listen, visualize what is happening.

Be prepared to share!

171 of 191

Interactive Read Aloud: Visualizing

Now we are going to try visualizing by drawing pictures on paper. I will read another story, and this time I want you to draw what you hear me reading.

Be prepared to share your drawing with the class!

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Say: Now we are going to try visualizing by drawing pictures on paper. I will read another text, and this time I want you to draw what you hear me reading.�You might want to have your picture drawn ahead of time and show it to the class after a few of them have shared their pictures.

After you have read the second text and the students have drawn, invite them to share their pictures. Have a few of them share and explain their drawings. Point out that just as when they shared their mental visualizing, the drawn visualizations might not be exactly alike, but they do follow the details of what was read.

Say: Visualizing is another strategy that will help you understand the text better. Keep in mind that you can always use any blank paper or your response journal to sketch as you read to help you visualize.

172 of 191

Interactive Read Aloud: Visualizing

Visualizing is another strategy that will help you understand the text better. Keep in mind that you can always use any blank paper or your response journal to sketch in as you read to help you visualize.

173 of 191

Workstation Routines

I will call a few students to come to my small group reading table at a time during center rotations.

READING WORKSTATION
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

WRITING WORKSTATION
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

LISTENING WORKSTATION
Activities	Expectations
Listen individually Listen with a buddy	Work independently or with a buddy Use an inside voice when working with a buddy Troubleshoot equipment with a buddy before asking a teacher Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

COMPUTER WORKSTATION
Activities	Expectations
Read books online Play learning games Do research Use an online search engine to research classroom assignments Work on a piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Keep the station neat and organized Be purposeful Be productive Troubleshoot equipment with a buddy before asking a teacher

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by

Establishing Workstation Routines

Say: Just as we did on Monday, we are going to practice having a few different workstations going at the same time. We will use this workstation chart to help us know what station we are supposed to be working in.

Explain to the students how to read the chart and who will be going where first. Remind students of the expectations for each workstation, and call students to move to the appropriate station to get started. Go over the signal they need to listen for that will mean they need to clean up their station and move to the next one. Also remind the students that when they get to each station, they can read the chart to remind them of the activity choices they have once they are there.

When the students are working at the stations, you may walk around and monitor students as they work at the different stations. Answer any questions students may have or redirect students that need additional support.��If you and the students feel comfortable with how the workstations are working, you may call a few students to come to your guided reading table and start working with small groups. You may also use this time for reading, writing, or word study assessments.��Repeat the rotational process three more times so that students have practiced getting started, cleaning up, and rotating to a new station four times.

174 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Transition effectively?
Explain why & how visualizing works?
Practice rotating workstations?

175 of 191

Day 14

ELA Review & Routines

176 of 191

176

Welcome & Connect

177 of 191

Workstation Routines

I will call a few students to come to my small group reading table at a time during center rotations.

READING WORKSTATION
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

WRITING WORKSTATION
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

LISTENING WORKSTATION
Activities	Expectations
Listen individually Listen with a buddy	Work independently or with a buddy Use an inside voice when working with a buddy Troubleshoot equipment with a buddy before asking a teacher Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

COMPUTER WORKSTATION
Activities	Expectations
Read books online Play learning games Do research Use an online search engine to research classroom assignments Work on a piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Keep the station neat and organized Be purposeful Be productive Troubleshoot equipment with a buddy before asking a teacher

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by

Establishing Workstation Routines

Say: Just as we did on Monday, we are going to practice having a few different workstations going at the same time. We will use this workstation chart to help us know what station we are supposed to be working in.

Explain to the students how to read the chart and who will be going where first. Remind students of the expectations for each workstation, and call students to move to the appropriate station to get started. Go over the signal they need to listen for that will mean they need to clean up their station and move to the next one. Also remind the students that when they get to each station, they can read the chart to remind them of the activity choices they have once they are there.

When the students are working at the stations, you may walk around and monitor students as they work at the different stations. Answer any questions students may have or redirect students that need additional support.��If you and the students feel comfortable with how the workstations are working, you may call a few students to come to your guided reading table and start working with small groups. You may also use this time for reading, writing, or word study assessments.��Repeat the rotational process three more times so that students have practiced getting started, cleaning up, and rotating to a new station four times.

178 of 191

Our Routines: Smooth Transitions

Possible Transition Signals:


Clean up your area & materials Help others around you Push in chairs Walk to designated area	Quiet voices Listen for directions

179 of 191

Interactive Read Aloud: Annotations

We have been learning and practicing different reading strategies that help us understand what we are reading.

Today we will learn the strategy of annotation.

180 of 191

Interactive Read Aloud: Annotations

As I read this passage,

I will be thinking about what I am reading and how I will annotate this passage in order to help me understand it better. Watch as I read.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Have a short passage from Benchmark (the text on this slide can be found in the student text for close reading), newsela.org, or a nonfiction text ready to hand out or share digitally with students. If you are using a page, be sure to include your routines/expectations for how to use the writing instrument so that they do not draw all over the page or allow their pens to bleed through. We found gel highlighters to be great for this so that it won’t bleed through the page.

After discussing each, share with the students that these notes are written along the margins of the text. If the text is not theirs, then they can use sticky notes to do their annotating.

Say: I have a copy of a passage that I want to read to you. As I read, I will be thinking about what I am reading and how I will annotate this passage in order to help me understand it better. Watch as I read the first paragraph.

Read the paragraph aloud and make any related annotations in the margins, explaining as you go.

Ask: Are there any questions about what I just did? Now I will read the next paragraph. I want you to think of which annotations I should make in the margins.

You and the students will probably notice that there will be different suggestions for annotations, as this will vary according to each individual’s understanding of the passage.

Say: Tomorrow you will have a chance to practice this strategy with a partner.

181 of 191

Workstation Routines

I will call a few students to come to my small group reading table at a time during center rotations.

READING WORKSTATION
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

WRITING WORKSTATION
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

LISTENING WORKSTATION
Activities	Expectations
Listen individually Listen with a buddy	Work independently or with a buddy Use an inside voice when working with a buddy Troubleshoot equipment with a buddy before asking a teacher Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

COMPUTER WORKSTATION
Activities	Expectations
Read books online Play learning games Do research Use an online search engine to research classroom assignments Work on a piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Keep the station neat and organized Be purposeful Be productive Troubleshoot equipment with a buddy before asking a teacher

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by

Establishing Workstation Routines

Say: Just as we did on Monday, we are going to practice having a few different workstations going at the same time. We will use this workstation chart to help us know what station we are supposed to be working in.

Explain to the students how to read the chart and who will be going where first. Remind students of the expectations for each workstation, and call students to move to the appropriate station to get started. Go over the signal they need to listen for that will mean they need to clean up their station and move to the next one. Also remind the students that when they get to each station, they can read the chart to remind them of the activity choices they have once they are there.

When the students are working at the stations, you may walk around and monitor students as they work at the different stations. Answer any questions students may have or redirect students that need additional support.��If you and the students feel comfortable with how the workstations are working, you may call a few students to come to your guided reading table and start working with small groups. You may also use this time for reading, writing, or word study assessments.��Repeat the rotational process three more times so that students have practiced getting started, cleaning up, and rotating to a new station four times.

182 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Listen and respond to instructions?
Transition effectively?
Explain why & how to annotate a text?
Work independently in rotating workstations?

183 of 191

Day 15

ELA Review & Routines

184 of 191

184

Welcome & Connect

185 of 191

Workstation Routines

I will call a few students to come to my small group reading table at a time during center rotations.

READING WORKSTATION
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

WRITING WORKSTATION
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

LISTENING WORKSTATION
Activities	Expectations
Listen individually Listen with a buddy	Work independently or with a buddy Use an inside voice when working with a buddy Troubleshoot equipment with a buddy before asking a teacher Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

COMPUTER WORKSTATION
Activities	Expectations
Read books online Play learning games Do research Use an online search engine to research classroom assignments Work on a piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Keep the station neat and organized Be purposeful Be productive Troubleshoot equipment with a buddy before asking a teacher

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by

Establishing Workstation Routines

Say: Just as we did on Monday, we are going to practice having a few different workstations going at the same time. We will use this workstation chart to help us know what station we are supposed to be working in.

Explain to the students how to read the chart and who will be going where first. Remind students of the expectations for each workstation, and call students to move to the appropriate station to get started. Go over the signal they need to listen for that will mean they need to clean up their station and move to the next one. Also remind the students that when they get to each station, they can read the chart to remind them of the activity choices they have once they are there.

When the students are working at the stations, you may walk around and monitor students as they work at the different stations. Answer any questions students may have or redirect students that need additional support.��If you and the students feel comfortable with how the workstations are working, you may call a few students to come to your guided reading table and start working with small groups. You may also use this time for reading, writing, or word study assessments.��Repeat the rotational process three more times so that students have practiced getting started, cleaning up, and rotating to a new station four times.

186 of 191

Read Aloud: Annotations

Let’s review what each annotation means and how it helps us understand the text better. These symbols and notes should be written along the margins of the text. If the text is not yours, you can use sticky notes for annotating.

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by…

Getting Ready for Whole-Group Instruction: Annotations

Say: Yesterday we went over some annotations to make while reading, which help us understand the text better. Let’s go over again what they each mean.

Show the students the following chart from Texts for Close Reading: on slide.

After discussing each, tell students that these notes should be written along the margins of the text. If the text is not theirs, then they can use sticky notes to do their annotating.

Say: I have another passage for us to read today. First I will read the whole passage aloud to you. Then I will have you partner up. I will give each pair a copy of the passage. You can reread the passage together and make the necessary annotations for you and your partner.

Read the passage aloud. Have the students pair up with a partner and give each pair of students a copy of the passage. Allow time for reading and annotating. Assign them to go back to their tables or let them choose an appropriate place around the room to work in.��Use your signal to call everyone back to the meeting place after about ten minutes, and reread the first paragraph of the passage.

Ask: Did anyone make any annotations next to the first paragraph?

Have a pair of students share one of their annotations. Then have another pair share. Discuss how both annotations are important for the individuals reading the passage. Continue this activity with the rest of the paragraphs.

187 of 191

Interactive Read-Aloud: Annotations

Today, I will model annotation with a picture book. As I read this book, I want you to think about how you would annotate this book in order to help you understand it better.

188 of 191

Read Aloud: Annotations

Remember we will be annotating in the margin of texts throughout the year.

Today you & a partner will be practicing with a short passage today.

Remember to refer to the chart to help annotate correctly.

189 of 191

Workstation Routines

I will call a few students to come to my small group reading table at a time during center rotations.

READING WORKSTATION
Activities	Expectations
Independent reading Buddy reading Previewing a new book Researching a topic of interest Completing a graphic organizer	Work independently or with a buddy Use an inside voice when working with a buddy Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

WRITING WORKSTATION
Activities	Expectations
Question in a jar Lift a line Opinion letters Share your writing Writing to sources Begin a new piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Clean up after yourself Help others keep the station neat and organized Be purposeful and productive

LISTENING WORKSTATION
Activities	Expectations
Listen individually Listen with a buddy	Work independently or with a buddy Use an inside voice when working with a buddy Troubleshoot equipment with a buddy before asking a teacher Clean up after yourself Help others keep the station neat and organized Be purposeful Be productive

COMPUTER WORKSTATION
Activities	Expectations
Read books online Play learning games Do research Use an online search engine to research classroom assignments Work on a piece of writing	Work independently or with a buddy Use an inside voice when working with a buddy Practice respectful conversations Keep the station neat and organized Be purposeful Be productive Troubleshoot equipment with a buddy before asking a teacher

State a Learning Objective/Goal/Success Criteria: Today we will… because/so that…by

Establishing Workstation Routines

Say: Just as we did on Monday, we are going to practice having a few different workstations going at the same time. We will use this workstation chart to help us know what station we are supposed to be working in.

Explain to the students how to read the chart and who will be going where first. Remind students of the expectations for each workstation, and call students to move to the appropriate station to get started. Go over the signal they need to listen for that will mean they need to clean up their station and move to the next one. Also remind the students that when they get to each station, they can read the chart to remind them of the activity choices they have once they are there.

When the students are working at the stations, you may walk around and monitor students as they work at the different stations. Answer any questions students may have or redirect students that need additional support.��If you and the students feel comfortable with how the workstations are working, you may call a few students to come to your guided reading table and start working with small groups. You may also use this time for reading, writing, or word study assessments.��Repeat the rotational process three more times so that students have practiced getting started, cleaning up, and rotating to a new station four times.

190 of 191

Let’s Reflect

What did you learn today?

Can you:

Actively listen and respond to a story?
Participate in group discussions?
Listen and respond to instructions?
Transition effectively?
Explain why & how to annotate a text?
Practice rotating workstations?
Work independently?

191 of 191

Resources Page:

Suggested Interactive Read Aloud Book List for Grades 3-5

Culturally Responsive Text Hub

QLIs & QTPs Teacher Toolkit:

Welcoming & Connecting Lesson Design Templates on page 11

Clarity of Purpose Landing Page on page 6

Word Study Focus Suggestions
Phonics and Word Recognition Intervention: Grade 3; Grades 4-6
Writing and Language Handbook: Grade 3; Grade 4; Grade 5

Reference the Language Mini-Lessons

The First 15 Days of ELD: 3rd Grade; 4th Grade; 5th Grade

Bloom’s Taxonomy Questions

ELD Quick Reference Guide