Two-Day 3-Block Literacy Framework Monday

TIME Language/Word Study 9-9:30 am ACTIVITY Interactive readaloud. TEACHER ROLE The teacher will read aloud a passage from Wonder, by R.J. Palacio, stopping to model her thinking in making predictions, connections and wonderings. The teacher will re-read passages from The Wretched Stone, modeling her thinking on how to use context clues to figure out what the author really means. The teacher will conduct one-onone conferences. When conferences are complete, the teacher will also participate in independent reading. STUDENT ROLE The student will listen as the teacher reads aloud, stopping to make predictions, connections, and wonderings.

Reading Workshop 9:30-9:42

Minilesson on making an inference using The Wretched Stone, by Chris Van Allsburg as a mentor text.

Students will listen closely while the teacher models her thinking. Then, students will practice making an inference with teacher guidance. Students will read independently and silently from a selfselected book. Books may also be selected with teacher guidance. Students will also be looking for context clues to make an inference and marking it with a post-it. Students will share what they recorded on their post-its.

9:43-10:10

Independent Reading

10:10-10:15

Close/Sharing

The teacher will ask students to share any context clues that led them to make an inference.

Writing Workshop 10:15-10:27

Mini-Lesson on using dialogue in a narrative using Wonder, by R. J. Palacio as a mentor text. Independent Writing.

10:27-10:50

10:50-11

Close/Share

The teacher will re-read passages from Wonder, stopping to demonstrate how dialogue in the text adds detail. The teacher will hold one-on-one conferences with each student. She will help edit their narrative and guide them to appropriate places in which dialogue can add detail to the text. The teacher will ask students to share a part of their narrative that uses dialogue. She may call on students that she saw had strong examples of dialogue.

Students will listen and watch closely as the teacher demonstrates the use of dialogue. Students will continue working on a previous narrative. They will practice adding dialogue throughout their narrative.

Students will listen as other students share examples of dialogue.

Tuesday
TIME Language/Word Study 9-9:12 am ACTIVITY Poetry Share/Response using passages from Where the Sidewalk Ends, by Shel Silverstein as a mentor text. TEACHER ROLE The teacher will read a poem from Where the Sidewalk Ends as students read along. She will point out the different characteristics of the poem. The teacher will monitor class, listening in on student discussion. Teacher will ask students to share the components of the poem and expand on their responses. The teacher will re-read passages from The Wretched Stone, modeling her thinking on how to use context clues to figure out what the author really means. The teacher will pull small homogeneous groups for guided reading. STUDENT ROLE Students will follow along as the teacher reads a poem aloud, listening carefully for various characteristics in the poem.

9:12-9:27

Partner Poetry analysis using a poem from Where the Sidewalk Ends, by Shel Silverstein. Closure/Share

Students will work with a partner analyzing the components of a poem. Students will share the components found in the poem with the class and engage in a class discussion about the poem. Students will listen closely while the teacher models her thinking. Then, students will practice making an inference with teacher guidance. Students will read independently and silently from a selfselected book. Books may also be selected with teacher guidance. Students will also be looking for context clues to

9:27-9:32

Reading Workshop 9:32-9:45

Minilesson on making an inference using The Wretched Stone, by Chris Van Allsburg as a mentor text.

9:45-10:15

Independent Reading

9:45-10:15

Guided Reading will occur during Independent Reading.

10:10-10:15

Close/Sharing

Writing Workshop 10:15-11

Investigation: Continue working on speeches for Wax Museum Presentation.

make an inference and marking it with a post-it. The teacher will The students will pull small groups answer guided of 4-6 students to questions about a the back of the passage asked by classroom. While the teacher. The students read the students will read same passage the passage silently, the silently until their teacher will engage individual teacherin discussion with student discussion one student at a occurs. time, asking that student to read in a whisper voice for a short time and asking guiding questions about the passage. The teacher will have individual and whole group guided questions. The teachers goal is to instruct guided reading with two groups during this time. The teacher will Students will share ask students to what they share any context recorded on their clues that led them post-its. to make an inference. The teacher will Students will have one-on-one continue conferences with researching and each student, writing a speech guiding them to based on a advance their historical figure writing. from the Revolutionary War.