2+Hours+of+Literacy+Instruction

Kelly Nolan Dr. McKool Literacy Time Block April 28th, 2011 **  9:00-9:15 – Morning Message    ** **  “Good morning boys and girls, today is Thursday, April 28, 2011. Today we will begin our unit on spring by reading // Chicks Run Wild //.”  ** · Read message to children and point out any unknown words. · Have student volunteer come up and use pointer to lead the class in reading it chorally. · Review capitalization by having students point out the capital letters and explain why they are capitalized. · Close by reading this week’s rhyming poem about spring chorally. **  9:15-9:25 – Interactive Read Aloud – Chicks Run Wild    ** · Pre-reading: Look at cover and title and make predictions · During-reading: Revise predictions as we read, also stop to reengage and clarify. Also have children read chorally with you during repeated part “then chicks run wild” · After-reading: Review predictions previously made and how we changed predictions as we read. Also allow students a few moments to talk to each other about text to self connections. **  9:25-9:40 – Word Work Using the Word SPRING   ** · Cut out many copies of the letters in spring and show students all the different words that can be created using on the letter S P R I N G, reading and discussing words as we go along. · When finished read of the words to the students then read them chorally. · Ask students to try to use these words today when they are doing writing workshop. · Place these words on the word wall. **  9:40- 9:50 – Writing Workshop Minilesson   ** · Explain to children that now they have all of these new words on their word wall and they should now go back to old pieces and see if there is anything they can add. · Model for children how you go back to a piece you wrote about going for a bike ride and add another sentence “It was spring.” · Explain that this allows reader to have a better picture in their heads about what this bike ride looked like. **  9:50-10:20 – Writing Workshop   ** · Children should be adding to their pictures, adding to their words, or working on a new piece. · Walk around with a clipboard and conference with students you have not seen during workshop in a while. · Ask students to read you what they wrote and scaffold them to be able to add more detail to their picture or words. · Take notes on thing such as: what the child is writing about, types of sentences they use, punctuation used, capitalization used, and content of the piece. **  10:20-10:30 – Share Time    ** · Encourage students to share their works with the class, especially new ones they have completed or old ones they have added too · Take notes during this share of what child wrote about etc. **  10:30-11:00 – Independent Reading/Guided Reading   ** · Meet with 2 guided reading groups for 15 minutes each while other students read books from their baggies (now, next, and any)**. **    ·  During guided reading take a quick picture walk through the book and point out any tricky words. · Ask students to read to a certain page and then stop and do a quick comprehension check by asking for a retelling or summarization, then ask students to read on to the end and check comprehension again. · As students if there were any other words they came to that they did not know, if so ask what strategies they used to decode that word.