Upload
barbra-cecily-mckinney
View
213
Download
1
Embed Size (px)
Citation preview
Fremont Public SchoolsFall In-Service 2010
Assignments• Daily 5• Journeys
Today’s Agenda• Before Day 1• Literacy Block Schedule and Daily 5• Launching Read to Self• Launching Work on Writing• 2:30 Break• Launching Read to Someone• Launching Word Work• Launching Listen to Reading• Merging Daily 5 with Journeys• Grade Level Planning
Housekeeping• Sitting by Grade Levels May Help• Pacing Guides and Handouts • Post-Its and Tabs• Sweet Treats• Sample I-Charts/Anchor Charts• Display Table• Free Giveaways in the Hallway• Door Prizes
Implementation of Daily 5 Check List
BEFORE DAY 1 and Handout #3
Before Day 1: Browsing BoxesWhere do you keep the browsing boxes?
- One location against a wall out of the way; under the chalkboard/whiteboard/Smartboard - In clusters of 4-5 around the room by desks or bookshelves - You decide; the most important thing to remember is to have students keep their browsing boxes in the same location all year
What do you put in the browsing boxes? - “Good Fit Books” are books at a child’s independent reading level. Richard Allington stated in recent research that a child’s independent reading level is where they can read 99.9% of the words with 90% comprehension. - Don’t forget to consider a child’s interests - 3 Ways to Read a Book; pictures, words, retell
Before Day 1: Browsing Boxes
Where do you get materials for browsing boxes? - classroom library - old Weekly Readers/Scholastic News/Reading A-Z - building level Guided Reading libraries; broken sets with only 1-2 books left - leveled readers from Scott Foresman series - discarded materials on the table
When and how do you change the books in the browsing boxes? - Handout #4 - Star chart
Daily 5/90 MinuteLiteracy Block Format
Daily 5/75 MinuteLiteracy Block Format
90 or 75 minutes will have 3 rounds containing:
Round 17-10 minutes of whole group Focus Lesson followed by15-20 minutes of independent work/teacher doing small group
Round 27-10 minutes of whole group Focus Lesson followed by15-20 minutes of independent work/teacher doing small group
Round 37-10 minutes of whole group Focus Lesson followed by15-20 minutes of independent work/teacher doing small group
Daily 5/Literacy Block Format
Sample 90 minuteDaily 5/Literacy Block Format
A 90 Minute Literacy Block: Option 1
Small Group
Small Group
Monday
Whole Group Focus Lessons
Group 1
Whole Group Focus Lessons
Group 2
Tuesday
Group 3
Group 4
Wednesday
Group 1
Group 2
Thursday
Group 3
Group 4
Friday
Group 1
Group 2
9:00-9:30 9:30-9:50 9:50-10:10 10:10-10:30
Group 1 Below level Meets 3 times a week Group 2 At level Meets 3 times a week Group 3 At level Meets 2 times a week
A 90 Minute Literacy Block: Option 3
Whole group Focus Lessons
Small Group
Whole Group Focus Lessons
Small Group
Whole group Focus Lessons
Small Group
Monday
Group 1
Group 2
Group 4
Tuesday
Group 1
Group 2
Group 3
Wednesday
Group 1
Group 3
Group 2
Thursday
Group 1
Group 4
Group 3
Friday
Group 4
Group 1
Group 2
9:00-9:10
9:10-9:30 9:30-9:40
9:40-10:00
10:00-10:10
10:10-10:30
Group 1 Below level Meets 5 times a week Group 2 At level Meets 4 times a week Group 3 At level Meets 3 times a week Group 4 Above Meets 3 times a week
Sample 75 minuteDaily 5/Literacy Block Format
Group 1 Below level Meets 4 times a week Group 2 At level Meets 4 times a week Group 3 At level Meets 4 times a week Group 4 Above level Meets 4 times a week
A 75 Minute Literacy Block: Option 3 Linda’s Small
Group Small
Group
Monday
Whole Group Focus Lessons (i.e., new story, vocabulary) 11:45-12:15
Everyone Read to Self 12:15-12:25
Whole Group Focus Lesson (i.e., spelling, comprehension) 12:25-1:00
Tuesday
Whole Group Focus Lessons 11:45-11:55
Group 1 11:55—12:20
Whole Group Focus Lessons 12:20-12:30
Group 2 12:30-1:00
Wednesday
Whole Group Focus Lessons (ie, companion story) 11:45-12:20
Group 2 12:20-12:40
Group 1 12:40-1:00
Thursday
Whole Group Focus Lessons 11:45-12:00
Group 2 12:00-12:25
Whole Group Focus Lessons 12:25-12:35
Group 1 12:35-1:00
Friday
Group 1 12:00-12:25
Group 2 12:35-1:00
Daily 5/60 MinuteLiteracy Block Format
60 minutes will have 2 rounds containing:
Round 17-10 minutes of whole group Focus Lesson followed by20 minutes of independent work/teacher doing small
group
Round 27-10 minutes of whole group Focus Lesson followed by20 minutes of independent work/teacher doing small
group
Daily 5/60 Literacy Block Format
Sample 60 minuteDaily 5/Literacy Block Format
Group 1 Below level Meets 3 times a week Group 2 At level Meets 3 times a week Group 3 At level Meets 2 times a week Group 4 Above level Meets 2 times a week
A 60 Minute Literacy Block: Option 2 Whole Group
Focus Lessons
Small Group Whole Group Focus Lessons
Small Group Monday
Group 1
Group 2
Tuesday
Group 3
Group 4
Wednesday
Group 1
Group 2
Thursday
Group 3
Group 4
Friday Group 1
Group 2
9:00-9:10 9:10-9:30 9:30-9:40 9:40-10:00
Group 1 Below level Meets 3 times a week Group 2 At level Meets 2 times a week Group 3 At level Meets 2 times a week Group 4 Above level Meets 2 times a week
A 60 Minute Literacy Block: Option 3 Small Group Small Group Monday
Whole Group Focus Lessons (ie, new story; vocabulary; spelling)
Group 1
Tuesday
Whole Group Focus Lessons
Group 2
Whole Group Focus Lessons
Group 3
Wednesday
Whole Group Focus Lessons (ie, companion story)
Group 4 9:30-9:45
Group 1 9:45-10:00
Thursday
Whole Group Focus Lessons
Group 2
Whole Group Focus Lessons
Group 3
Friday Group 4
Group 1
9:00-9:10 9:10-9:30 9:30-9:40 9:40-10:00
3 Ways to Read a Book
• Read the pictures.
• Read the words.
• Retell the story.
Launching Read to SelfPacing Guide Day 1-2
Book p. 47-58
Pacing Guide Day 13 Ways to Read a Book
Read the Pictures
Pacing Guide Day 13 Ways to Read a Book
Read the Pictures
Pacing Guide Day 13 Ways to Read a Book
Read the Pictures
PrimaryBook pages 30-32
Intermediate
Pacing Guide Day 6Good Fit Books, Handouts #13-17
Intermediate Daily 5 Video• Good-Fit Books Grade 5• Read to Self I-Chart Grade 4;
Handout #12• Correct and Incorrect Models• Check-In Grade 3• Minutes of Stamina; Handouts #5-6
Launching Read to Self
Book pages 80-85; Handout #18From the Journeys series:• Reader’s response journals• Daily writing prompts• Text to Text; Text to Self; Text to World• Grammar• Ready Made Centers• Explore different genre (descriptive,
persuasive, poetry, etc.)
Launching Work on WritingPacing Guide Day 6
Launching Read to SomeonePacing Guide Days11-18
We’re elbow to elbow
and knee to knee-
we’re reading together,
my buddy and me!
Book pages 66-68; Handouts #20-21
Students should sit E-E-K-KElbow to Elbow, Knee to Knee
Different Ways to Read to Someone
From The Daily 5 pages 63-64:• I Read, You Read• Choral Read• Reading One Book• Reading Different Books
Launching Read to SomeonePacing Guide Days11-18
Check for Understanding, Days 11-16
Book pages 64-65; Handout #22• You read, They retell• You read, You retell• Excellent strategy for nonfiction• Demonstration volunteers
Launching Read to SomeonePacing Guide Days11-18
Coaching or Time, Days 17-18Book pages 73-75
• Two important parts to this strategy: - reading the words - comprehension; tie to meaning• Handout #23• Coaching solidifies these strategies for
both students
Launching Read to SomeonePacing Guide Days11-18
Book pages 85-90; Handouts #24-28• Vocabulary, Spelling• Handwriting, Handout #28• Journeys: blackline masters in Grab and Go, Practice books, online; Projectables• Whiteboards, markers, erasers• Boggle, Scrabble, Upwords, Bananagrams• Does anyone have anything to add?
Launching Word WorkPacing Guide Days 19-20
Launching Listen to ReadingPacing Guide Days 21-22
Book 76-78; Handouts #29-31
• Important for students to hear what fluent reading sounds like
• CD, websites, books on tape/CD/MP3/Playaway
• Read aloud by classroom teacher
Barometer Children
Handouts #32-34• Disruptive to class,
group, or your teaching• No stamina• Can’t seem to get the
routine• Pretend to read• Always need to browse
for a book
Read to Self Student Edition Leveled Readers
Read to Someone Student Edition Leveled Readers
Listen to Reading Student Book Audio CD
Journeys and Daily 5Pacing Guide Day 23Putting it all together
Work on Writing Reader’s Response Journal Vocabulary in Context Cards Daily Writing Prompt Grammar Ready Made Centers Text to Self/Text/World Word Work Phonics Spelling Vocabulary Ready Made Centers
Journeys and Daily 5Pacing Guide Day 23
Basal Stories
Option 1 (90 min)Round 1 – Read and
discuss the story as your whole group focus lesson for the entire round; no small group instruction
Round 27-10 minutes Focus Lesson15-20 minutes Independent work/small group
Round 37-10 minutes Focus Lesson15-20 minutes Independent work/small group
Journeys and Daily 5Pacing Guide Day 23
Basal Stories
Option 2 (90 min)Round 1 10-15 minute Focus
Lesson: Vocabulary
15 minutesBasal story:Above: Read to SelfOn: Read to SomeoneBelow: Listen to ReadingTeacher: Small Group(or any combination)
Round 27-10 minutes Focus Lesson15-20 minutes Independent work/small group
Round 37-10 minutes Focus Lesson15-20 minutes Independent work/small group
Daily 5 Observation Guide
Visitors to your classroom will be looking for the following:
• I-Charts/Anchor charts• Gathering place• Focus lessons• Students are working independently• Teacher is in small group
Now it’s your turn…….
See if you can plan your first few days of Daily 5/Journeys during your literacy block on your own or with your colleagues.