ELD308+2+Day+Block

Kelly Nolan ELD 308 Two-Day Time Block December 12, 2011

9:00-9:15 – Morning Greeting, Riddle and Homework Check 9:15-9:30 – Writing Minilesson 9:30-10:00 – Independent Writing and Writing Conferences 10:00 – 10:15 – Read Aloud, //The View From Saturday// by E. L. Konigsburg 10:15 – 10:45 – Guided Reading/Independent Reading 10:45 – 11:00 – Literature Circles
 * Tuesday**
 * Students will be asked to read the sentences on the board and decided which ones should have a capital letter at the beginning of words such as mom, dad, grandmom and grandpop. They should write the number of the incorrect sentences in their writers notebooks.
 * Once all students have closed their books I will read then the daily riddle and we will discuss it.
 * Students will check each other’s think marks (book marks where they write questions, wondering and connections on from their assigned 20 minutes of reading every night).
 * I have been noticing that in their rough drafts of their personal narratives they are having trouble figuring out when to capitalize words such as mom, dad, grandmom and grandpop.
 * We will look at the 6 sentences I have put on the board and I will ask students whether they think that these words should be capitalized or not.
 * I will then teach students that these words need to be capitalized if they can be replaced with the persons name and still make sense.
 * We will go through the 6 sentences and insert a person’s name. I will as the students if they think that the sentence makes sense or not, if it does I will capitalize the word.
 * Students will return to their seats and copy this rule in their writer’s notebook.
 * I will ask students to review their narratives for any examples of what they have just learned. They will fix any that they find that are incorrect.
 * I will conference with 5 or 6 students about their writing. They will read me what they have written and they will tell me what they want me to listen for. I will also mark on my chart if they have been using things that have been taught in previous minilessons. If there is something that they seem to have not mastered I will take this time to do a little reteaching.
 * Students will gather quietly on the rug as I begin reading //The View From Saturday//
 * I will give a short introduction and then students will be asked to make predictions. We will then read to confirm our predictions, changing them as we go along and stopping to check comprehension.
 * Tomorrow we will revisit this book to discuss character development and create a character analysis chart.
 * Students will read their independent reading books while I meet with three guided reading groups for 10 minutes. Today I will meet with my lowest group, my middle group and my high group.
 * During guided reading I will have students read to themselves and I will conference with them as they read. When they are done reading I will teach a short focused minilesson based on what I heard.
 * Students will meet with their groups to discuss the book that they are reading. The students self-selected their groups for literature circle.
 * I will walk around the classroom checking on each group to see how they are doing and redirect as needed.

9:00 – 9:15 - Morning Greeting, Riddle and Homework Check 9:15 – 9:30 - Read Aloud, //The View From Saturday// by E. L. Konigsburg 9:30 – 9:45 – Reading Minilesson 9:45 – 10:15 – Independent Reading/Guided Reading 10:15 – 10:30 – Writing Minilesson 10:30 – 11:00 – Independent Writing and Writing Conferences
 * Wednesday**
 * Students will be asked to read the sentences on the board and figure out how they can be joined to form one sentence, without creating a run on.
 * Once all students have closed their books I will read then the daily riddle and we will discuss it.
 * Students will check each other’s think marks (book marks where they write questions, wondering and connections on from their assigned 20 minutes of reading every night).
 * Students will gather quietly on the rug and we will discuss what happened yesterday. We will then make predictions for what could happen today
 * We will read to confirm and I will stop to check comprehension and change predictions.
 * We will talk about all of the characters in The View From Saturday what we have read about so far and I will ask students to describe each.
 * I will write the names of the main characters on the board and then I will write what they students say under each name.
 * We will discuss each one in detail and then I will tell the students that I know having so many main characters in a story can be confusing.
 * I will then introduce them to a graphic organizer called a character analysis chart. I will pass them out to each student and explain how they work. I will tell them that we will keep on for each character in this book and that they are to try and add to it each day. With this they will be able to see how each character develops.
 * Students will read their independent reading books while I meet with three guided reading groups for 10 minutes. Today I will meet with my lowest group, my middle group and my high middle group.
 * During guided reading I will have students read to themselves and I will conference with them as they read. When they are done reading I will teach a short focused minilesson based on what I heard.
 * We will begin by discussing the sentences from the morning greeting. I will ask students how they put the sentences together.
 * I will then teach students that when you are combining two complete thoughts you need to use a comma followed by a conjunction (and, but, or).
 * I will explain that these sentences they created are called complex sentences.
 * They will then be asked to try to use complex sentences in their writing during writing independent writing.
 * I will ask students to review their narratives for any examples of what they have just learned. They will fix any that they find that are incorrect.
 * I will conference with 5 or 6 students about their writing. They will read me what they have written and they will tell me what they want me to listen for. I will also mark on my chart if they have been using things that have been taught in previous minilessons. If there is something that they seem to have not mastered I will take this time to do a little reteaching.