Mini Lesson Key Concepts Learning Outcomes Resources Needed Day Readers use more than Students will learn that we Text Selection: Using a Big Mini Lesson/Shared Reading Bringing It All Together! one strategy at a time can use a variety a Book or other shared reading when they read. strategies as we read. text, review and connect the Readers reread text to Students will learn the value skills introduced this week. Review: Concepts of Print build fluency. of rereading familiar text. Previewing a Book Readers identify the title, Students will learn that Building Fluency author, illustrator, etc., of previewing a book before a book and ask reading will support their themselves understanding of the text. do I ‘What before know now?’ reading. We are all responsible for Students will revisit how to Anchor Chart Independent Reading Independent – Bringing It All Together! taking care of our maintain their organized Reading Looks Like/Sounds classroom library. classroom library. Like Students will revisit criteria for Review: Classroom Library Procedures We have specific ways of quality independent reading. Anchor Chart Choosing a – and Expectations reading during Book “Just Right” Independent Reading independent reading Readers have criteria to judge Procedures and Expectations time. whether a book is Organized classroom library “just right” 5 Choosing a book for independent reading. “just right” Readers should choose Day books most of “just right” the time. Readers collaborate Students will learn the For each center teachers need Literacy Centers/Stations Continuing to Introduce Literacy and/or work expectations and procedures to… Centers/Stations independently in specific for working successfully in Explain materials and ways in each center in one or more Literacy activity. For example, in the Word Study order to do their best Centers/Stations. Model the center activity Center, students may write the learning and thinking. Students learn that they are with a student. words that they made. Readers and writers keep held accountable for doing Provide clear expectations track of their work in their best work in Literacy and procedures using an “I For example, in the Big Book Literacy Centers/Stations. Centers/Stations. Anchor Chart. Can” Provide guided practice. Center, students may hunt for and Provide time for students to write words with the phonics practice independently. focus skill. To reinforce successful center experiences for all students, provide time for students to share and using the “I Can”.
Day Mini Lesson Key Concepts Learning Outcomes Resources Needed Day 5 Mini Lesson/Shared Reading Bringing It All Together! Review: Concepts of Print Previewing a Book Building Fluency Readers use more than one strategy at a time when they read. Readers reread text to build fluency. Readers identify the title, author, illustrator, etc., of a book and ask themselves ‘What do I know now?’ before reading. Students will learn that we can use a variety a strategies as we read. Students will learn the value of rereading familiar text. Students will learn that previewing a book before reading will support their understanding of the text. Text Selection: Using a Big Book or other shared reading text, review and connect the skills introduced this week. Independent Reading Bringing It All Together! Review: Classroom Library Procedures and Expectations Independent Reading Procedures and Expectations Choosing a “just right” book We are all responsible for taking care of our classroom library. We have specific ways of reading during independent reading time. Readers should choose “just right” books most of the time. Students will revisit how to maintain their organized classroom library. Students will revisit criteria for quality independent reading. Readers have criteria to judge whether a book is “just right” for independent reading. Anchor Chart – Independent Reading Looks Like/Sounds Like Anchor Chart – Choosing a “Just Right” Book Organized classroom library Literacy Centers/Stations Continuing to Introduce Literacy Centers/Stations For example, in the Word Study Center, students may write the words that they made. For example, in the Big Book Center, students may hunt for and write words with the phonics focus skill. Readers collaborate and/or work independently in specific ways in each center in order to do their best learning and thinking. Readers and writers keep track of their work in Literacy Centers/Stations. Students will learn the expectations and procedures for working successfully in one or more Literacy Centers/Stations. Students learn that they are held accountable for doing their best work in Literacy Centers/Stations. For each center teachers need to… Explain materials and activity. Model the center activity with a student. Provide clear expectations and procedures using an “I Can” Anchor Chart. Provide guided practice. Provide time for students to practice independently. To reinforce successful center experiences for all students, provide time for students to share and using the “I Can”.
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