Tuesday

Readers Workshop (10:00 a.m. 11:00 a.m.)

Time
10:00-10:10

10:10 10:35

Activity

Teacher Roles

Student Roles

Mini-lesson on a
reading comprehension
strategy, Character
Snapshot signposts.

The teacher will engage

the students by
connecting to a previous
lesson. They will
explain what a
Character Snapshot is
(when a character is
introduced, stop and
ask, What kind of
person is this?) and
will provide an example
from a mentor text. The
teacher will model
thinking and how to
write a Post-it note for a
Character Snapshot. The
teacher will then read a
passage aloud and will
scaffold the students on
how to identify and
analyze a Character
Snapshot. If needed, the
teacher will use a
second example. The
teacher will ask the
students to write three
Post-it notes during
independent reading.
One Post-it note will be
a Character Snapshot
and two will be a
student choice of any
other reading strategy.
Before dismissing, the
teacher will ask students
to stay on the carpet if
they have questions.
The teacher will take a
quick status of the class
when all of the students
have retrieved their
reading materials. The
teacher will record if
literature circle groups
are reading or meeting
today. The teacher will

The students will copy

the definition of a
Character Snapshot in
their Readers
Notebooks. They will
watch the demonstration
and take notes (thought
bubbles) of reminders to
think about when
looking for Character
Snapshots. The students
will be scaffolded
through one or two (if
necessary) guided
practice passages with
the teacher in which
they will practice the
new reading strategy
with a familiar mentor
text. The students will
then take out their
independent reading
books or literature circle
books and record one
Character Snapshot
Post-it note and two
Post-it notes of their
choice during their
reading.

Independent Reading

Students will read their

independent reading
books or literature circle
books silently wherever
they feel comfortable in
the classroom. The
students will write their
Post-it notes, record
notes in their Readers

10:35 -10:45
*Time may vary

Literature Circle Group

2 meeting

walk around the room

and make sure all
students are focused and
reading. After walking
around the room and
answering student
questions on the carpet,
the teacher will then
model their own reading
for approximately five
minutes. The teacher
will hold individual
conferences with
students to give
informal assessments
(independent reading
conferences), track
student progress and
redirect them if needed.
If needed, the teacher
will host a midconference interruption
to clarify material
taught during the minilesson, or any other
unclear reading
comprehension
strategies.
Since literature circles
are student-led, the
teacher will observe
student conversations
and take informal
assessment notes. The
teacher may notice
teaching points and
keep note of what to
discuss during
individual conferences.
When necessary, the
teacher will prompt
students, without taking
the focus away from the
student-led discussion.

notebooks or have
conferences with the
teacher about their
reading.
*Students who do not
have literature circle
meetings will continue
reading and writing
Post-it notes
independently.
Independent reading
will continue for those
students who have
meetings after their
meetings are complete.

The students will host a

student-led discussion
about the portion of the
book they have just
completed. Students
will use the Post-it notes
recorded for the minilesson, previous minilessons, or
independently while
reading to focus
discussion topics. The
discussion will occur in
an organized manner
(one person speaks at a
time and every gets a
chance to provide
discussion topics,
examples and/or
opinions). Students will
be able to view the text
from different

10:45 10:55
*Time may vary

Literature Circle Group

5 meeting

The same process will

be repeated, and may be
occurring
simultaneously if both
groups meet at the same
time.
Since literature circles
are student-led, the
teacher will observe
student conversations
and take informal
assessment notes. The
teacher may notice
teaching points and
keep note of what to
discuss during
individual conferences.
When necessary, the
teacher will prompt
students, without taking
the focus away from the
student-led discussion.

perspectives and discuss

multiple literary
elements. After
discussions have
concluded, the students
will agree on how much
more of the text to read
and when their next
meeting will be (when
to have that portion of
the text completed).
The same process will
be repeated, and may be
occurring
simultaneously if both
groups meet at the same
time.
The students will host a
student-led discussion
about the portion of the
book they have just
completed. Students
will use the Post-it notes
recorded for the minilesson, previous minilessons, or
independently while
reading to focus
discussion topics. The
discussion will occur in
an organized manner
(one person speaks at a
time and every gets a
chance to provide
discussion topics,
examples and/or
opinions). Students will
be able to view the text
from different
perspectives and discuss
multiple literary
elements. After
discussions have
concluded, the students
will agree on how much
more of the text to read
and when their next
meeting will be (when
to have that portion of
the text completed).

10:55 11:00

Closing

The teacher will gather

students and reiterate
the objectives/
importance of this
comprehension strategy.
The teacher will link
how good readers use
this skill and connects it
to the students every
day use during
independent reading
and/or literature circle
discussions.

The students will find a

good place to pause
their reading and finish
their final Post-it notes.
The students will
refocus during the
teachers discussion and
may have time to share
their thoughts.

Activity

Teacher Roles

Student Roles

Mini-lesson on
structuring the closing
paragraph of a research
essay.

The teacher will engage

the students by
connecting to a previous
lesson (on introductions
or body paragraphs).
They will introduce the
topic of the lesson. The
teacher will explain
what a closing
paragraph is and briefly
state the contents it
should include. The
teacher may use a
graphic organizer to
demonstrate the
different parts of the
structure of a closing
paragraph. The teacher
will scaffold the
students using the
sample introduction,
thesis statement and
body paragraphs
previously constructed
throughout the research
essay unit to write a
closing paragraph. The
teacher will ask guiding
questions and record an
outline of a sample
closing paragraph in the
graphic organizer

The students will bring

their Writers
Notebooks to the carpet.
They may copy the
graphic organizer (or
copies may be provided)
and take notes on the
different parts of the
structure of a closing
paragraph. The students
will collectively
construct a sample
closing paragraph
through scaffolding
(guided practice) by the
teacher, using the
sample research essay
that has been written
throughout the unit. The
students will return to
their seats and begin
working on closing
paragraphs for their
research essays in their
independent writing.

Writers Workshop (11:00 a.m. 12:00 p.m.)

Time
11:00-11:10

11:10 11:55

Independent Writing

11:55 12:00

Closing

displayed. If necessary,
the students will
complete another
example with less
teacher help. The
teacher will explain that
the students task is to
begin a closing
paragraph for their
research essay. Before
dismissing the students,
the teach will ask
students with questions
to stay on the carpet.
The teacher will walk
around the room and
make sure all of the
students are on task.
When everyone is
focused, the teacher will
assist those students on
the carpet that have
questions in regards to
the mini-lesson. The
teacher will hold
individual conferences
with students to track
student progress and
redirect them if needed.
If needed, the teacher
will host a midconference interruption
to clarify material
taught during the minilesson, or any other
unclear information.
The teacher will gather
students and reiterate
the objectives/
importance of the
structure of the closing
paragraph. The teacher
will link how good
writers use this structure
and connects it to the
students every day use
during independent
writing.

The students will

independently write the
closing paragraphs of
their research essays, or
catch up on other
paragraphs of the essay
if needed. The students
may request to have a
conference with the
teacher to discuss their
research essay if they
feel that they would
benefit from immediate
attention. Otherwise, the
students will wait to be
called to a conference
by the teacher.

The students will find a

good place to stop their
writing for now. The
students will refocus
during the teachers
discussion and may
have time to share their
writing.

Wednesday
Readers Workshop (10:00 a.m. - 11:00 a.m.)
Time
10:00-10:10

10:10 10:35

Activity

Teacher Roles

Student Roles

Mini-lesson on another
reading comprehension
strategy, Contrasts and
Contradictions
signposts.

The teacher will engage

the students by
connecting to the
previous lesson (another
comprehension
strategy). They will
explain what a Contrast
and Contradiction is
(when the character
does something
unexpected, stop and
ask, Why is the
character doing that?)
and will provide an
example from a mentor
text. The teacher will
model thinking and how
to write a Post-it note
for a Contrast and
Contradiction. The
teacher will then read a
passage aloud and will
scaffold the students on
how to identify and
analyze a Contrast and
Contradiction. If
needed, the teacher will
use a second example.
The teacher will ask the
students to write three
Post-it notes during
independent reading.
One Post-it note will be
a Contrast and
Contradiction and two
will be a student choice
of any other reading
strategy. Before
dismissing, the teacher
will ask students to stay
on the carpet if they
have questions.
The teacher will take a
quick status of the class
when all of the students
have retrieved their

The students will copy

the definition of a
Contrast and
Contradiction in their
Readers Notebooks.
They will watch the
demonstration and take
notes (thought bubbles)
of reminders to think
about when looking for
Contrasts and
Contradictions. The
students will be
scaffolded through one
or two (if necessary)
guided practice
passages with the
teacher in which they
will practice the new
reading strategy with a
familiar mentor text.
The students will then
take out their
independent reading
books or literature circle
books and record one
Contrast and
Contradiction Post-it
note and two Post-it
notes of their choice
during their reading.

Independent Reading

Students will read their

independent reading
books or literature circle
books silently wherever

10:35 -10:45
*Time may vary

Literature Circle Group

4 meeting

reading materials. The

teacher will record if
literature circle groups
are reading or meeting
today. The teacher will
walk around the room
and make sure all
students are focused and
reading. After walking
around the room and
answering student
questions on the carpet,
the teacher will then
model their own reading
for approximately five
minutes. The teacher
will hold individual
conferences with
students to give
informal assessments
(independent reading
conferences), track
student progress and
redirect them if needed.
If needed, the teacher
will host a midconference interruption
to clarify material
taught during the minilesson, or any other
unclear reading
comprehension
strategies.
Since literature circles
are student-led, the
teacher will observe
student conversations
and take informal
assessment notes. The
teacher may notice
teaching points and
keep note of what to
discuss during
individual conferences.
When necessary, the
teacher will prompt
students, without taking
the focus away from the
student-led discussion.

they feel comfortable in

the classroom. The
students will write their
Post-it notes, record
notes in their Readers
notebooks or have
conferences with the
teacher about their
reading.
*Students who do not
have literature circle
meetings will continue
reading and writing
Post-it notes
independently.
Independent reading
will continue for those
students who have
meetings after their
meetings are complete.

The students will host a

student-led discussion
about the portion of the
book they have just
completed. Students
will use the Post-it notes
recorded for the minilesson, previous minilessons, or
independently while
reading to focus
discussion topics. The
discussion will occur in
an organized manner
(one person speaks at a
time and every gets a
chance to provide

10:45 10:55
*Time may vary

Literature Circle Group

1 meeting

The same process will

be repeated, and may be
occurring
simultaneously if both
groups meet at the same
time.
Since literature circles
are student-led, the
teacher will observe
student conversations
and take informal
assessment notes. The
teacher may notice
teaching points and
keep note of what to
discuss during
individual conferences.
When necessary, the
teacher will prompt
students, without taking
the focus away from the
student-led discussion.

discussion topics,
examples and/or
opinions). Students will
be able to view the text
from different
perspectives and discuss
multiple literary
elements. After
discussions have
concluded, the students
will agree on how much
more of the text to read
and when their next
meeting will be (when
to have that portion of
the text completed).
The same process will
be repeated, and may be
occurring
simultaneously if both
groups meet at the same
time.
The students will host a
student-led discussion
about the portion of the
book they have just
completed. Students
will use the Post-it notes
recorded for the minilesson, previous minilessons, or
independently while
reading to focus
discussion topics. The
discussion will occur in
an organized manner
(one person speaks at a
time and every gets a
chance to provide
discussion topics,
examples and/or
opinions). Students will
be able to view the text
from different
perspectives and discuss
multiple literary
elements. After
discussions have
concluded, the students

10:55 11:00

Closing

The teacher will gather

students and reiterate
the objectives/
importance of this
comprehension strategy.
The teacher will link
how good readers use
this skill and connects it
to the students every
day use during
independent reading
and/or literature circle
discussions.

will agree on how much

more of the text to read
and when their next
meeting will be (when
to have that portion of
the text completed).
The students will find a
good place to pause
their reading and finish
their final Post-it notes.
The students will
refocus during the
teachers discussion and
may have time to share
their thoughts.

Writers Workshop (11:00 a.m. 12:00 p.m.)

Time
11:00-11:10

Activity
Mini-lesson on how to
peer-revise and edit.

Teacher Roles

Student Roles

The teacher will engage

the students by
connecting to a previous
lesson (completing
drafts of their research
essays). They will
introduce the topic of
the lesson. The teacher
will explain what a
peer-revising and
editing is and briefly
state why it is
important. The teacher
will explain the steps
taken when peerrevising or editing
someones essay. The
teacher will model one
peer revision using
the sample research
essay that has been
constructed throughout
the unit. The teacher
will demonstrate how to
leave comments or
feedback on a Post-it

The students will bring

their Writers
Notebooks to the carpet.
They will take notes on
how to effectively peerrevise and edit a
classmates essay. They
may sketch a model of
an appropriate Post-it
note comment. The
students will
collectively make peerrevisions through
scaffolding (guided
practice) by the teacher,
using the sample
research essay that has
been written throughout
the unit. The students
will return to their seats
and collect the
necessary materials to
peer-revise a
classmates essay. The
students will wait for
further instruction

11:10 11:30

Peer-Revising/Editing

11:30 11:55

Independent Writing

note for the writer to

consider when revising
and editing their own
essay. The teacher will
scaffold the students
using the sample essay
to make more peerrevisions. The teacher
will ask guiding
questions. If necessary,
the students will
complete additional
revisions with less
teacher help. The
teacher will explain how
the exchanging of
essays will occur. The
teacher will instruct that
each student must make
at least two Post-it note
peer-revisions on two
different essays. Before
dismissing the students,
the teach will ask
students with questions
to stay on the carpet.
The teacher will
organize the students,
make sure everyone has
a partner, and then walk
around to ensure that
everyone is on task. The
teacher will observe and
answer questions as the
students peer-revise
their classmates essays.
However, the teacher
should not get too
involved in the
revisions since it is an
opportunity for peers to
comment and leave
feedback. The teacher
will constantly be
circulating during this
activity.
The teacher will
transition into
independent writing and
walk around the room to

regarding the exchange

of essays for peerrevision.

The students will read at

least two essays and
leave at least on Post-it
note comment or
feedback on them. After
the activity is complete,
the students will have
their essay returned to
them. They may read
over the comments and
feedback.

The students will review

the comments and
feedback left by their
peers. They will be able

make sure all of the

students are on task.
When everyone is
focused, the teacher will
assist those students
have questions. The
teacher will hold
individual conferences
with students to track
student progress and
redirect them if needed.
If needed, the teacher
will host a midconference interruption
to clarify material
taught during the minilesson, or any other
unclear information.

11:55 12:00

Closing

The teacher will gather

students and reiterate
the objectives/
importance of peerrevising and editing.
The teacher will link
how good writers use
these skills and
connects it to the
students every day use
during independent
writing.

to decide what feedback

they would like to
incorporate into their
essay. The students will
independently begin
revising and editing
their research essays, or
catch up on writing
parts of the essay if
needed. The students
may request to have a
conference with the
teacher to discuss their
research essay if they
feel that they would
benefit from immediate
attention. Otherwise, the
students will wait to be
called to a conference
by the teacher.
The students will find a
good place to stop their
independent revising
and editing for now. The
students will refocus
during the teachers
discussion and may
have time to share their
writing.