Reading Common Core (Illinois, Michigan, Minnesota, Wisconsin)

Readers’ Magazine File:  plastic holder per student for reading materials

Class library or bucket of books from school library

chart paper

markers

Readers’ Notebooks

(notebooks or small binders)

Management mini-lesson

Key Concepts

• We have specific ways to find and select books in our classroom.

• We read independently and do not chat so we can do our best thinking while reading.

• READING IS THINKING – We do our best thinking when there are limited distractions.  If there is talking (conferencing) quiet voices/whispers will be used.

• Teach the mini-lesson (Part 1 and 2) and key concepts (FOUNTAS AND PINNELL, p.146).
• Allow students to choose a book from the classroom library or basket of library books
• Begin “Reading is Thinking” anchor chart with class (see Appendix #1)
• Allow time to read silently.  Teacher circulates the room to assist students and ensure best strategies and use of time
• After 5 minutes of successful independent reading check in with whole class about:

• Conditions for best reading – environmental, music on/music off/ best places in school/lighting
• How did we do?
• Where book was found in classroom
• Old friend/new friend (is what they are reading a familiar book or something new?)

• Continue independent reading for the rest of the period. Teacher circulates room to assist students. Length of time will depend on how long most students are successful
• As a whole group (in whole group teaching area), share good reads and successes
• Share at end of period to evaluate how the reading went/ who is reading something great, etc.

• Hand out Readers’ Notebooks and Magazine File to each student to be filled with personal work as the First 20 Days continues

chart paper

markers

Thought

Bubbles

sticky notes

Strategies and Skills mini-lesson

• Readers are always thinking about what they understand and how they feel about what they understood.

• Readers are aware of their thinking (inner voice). This is an IMPORTANT metacognitive piece.

• Readers remember their thinking in order to share it with other readers.

Readers talk with each other about their thinking.

• Do a Think Aloud with a favorite picture book (see Appendix #4 for suggestions on books and how to do this) or class read aloud

Strategies you might mention (just use 3-5 per book):

Personal connection

Prediction

Visualization

Comment on author’s language/style

Make connections to character

• After the teacher has pre-read a book or chapter of novel, the teacher will have prepared any thoughts on actual paper shaped like thought bubbles and will have them filled out and inserted in the text prior to reading to the class. (See Appendix #3 for the thought bubble.)

• Add any new concepts the teacher has used in the Think Aloud of the favorite picture book to the Reading is Thinking chart from Day 1. Stick bubbles right on the Reading is Thinking chart
• Give students stickies (bubble-shaped if possible) to mark two places in their books where they might share something they were thinking about as they read
• Allow students time to read independently, while adding their personal stickies.  Teachers circulate the room to assist students and ensure best strategies and use of time
• As a whole group (in whole group teaching area), share student thinking. Add any more suggestions to your Reading is Thinking chart as a whole class
• Celebrate any successes

chart paper

markers

Management mini-lesson

• Readers choose books in many different ways.

• Students use several different kinds of information to help them choose books.

• Students think carefully about book choice.

• Students need their magazine file
• Teacher and students create a classroom anchor chart “Ways We Choose Books” based on the methods they used on Day 2 and/or ways they might choose books in the future (see Appendix #6)
• Put anchor chart on chart paper.  There will be little check boxes across from each method and then each child will be able to keep track of what methods he/she is using to choose books
• Students choose 2 more JUST RIGHT texts becoming aware of their method for choosing books
• Sign the materials out and keep in magazine file
• Read for remainder of period in the library.  Teachers circulate the room to assist students and ensure best strategies and use of time
• As a whole group (in whole group teaching area), share good reads and successes.  Refer back to anchor chart to see which methods were used
• Challenge students to use a different method of choosing books next time they choose library books

Readers’ Notebooks

copy of Thought Bubbles

or Sharing Your Thinking Part 2

Strategies and Skills mini-lesson

When readers read, they have an inner dialogue as they create meaning called their Inner Voice.

• Teacher models another Think Aloud with a favorite picture book or included essay focusing on how to use the inner voice to track meaning
• The teacher focuses on modelling strategies he/she is using.   For example, questioning, rereading, slowing down to capture understanding, refocusing, stopping and thinking about what they know, thinking about what would make sense, handling challenging concepts or vocabulary and asking for help.
• Give students a sheet with the 3 thought bubbles (Appendix #6) to fill out as they do their independent reading today.  Teachers circulate the room to assist students and ensure best strategies and use of time is practiced. Sheets go in the Readers’ Notebook
• As a whole group (in whole group teaching area), share student completed bubbles
• Celebrate successes

Week 2:           Reading Workshop (continued)

Source:                Guiding Readers and Writers, by Fountas & Pinnell

Essential Question:  What are the learners’ responsibilities for Independent Reading?

Markers

Article for shared reading

Management mini-lesson

• Students need the opportunity to talk about their reading.

• Following Turn-and-Talk guidelines allows groups to have effective discussions.

• Initiate discussion – “There is no better way to understand the information we read, hear or see than to talk to someone else. When we actively process information we almost always learn, remember and understand better.”
• Dynamic Duo Interactive – Ranking Turn-and-Talk Guidelines (Appendix #8)
• Round up another adult to model how you talk about a piece of text.
• Ask kids to notice what the two of you are doing.
• Read a piece of text silently (students read it also) and then model with your chosen adult. Demonstrate how you look each other in the eye, listen attentively, ask follow-up questions, disagree politely, share connections, and express reactions.
• Have the student report what they noticed about what you were doing.
• Suggest a kid-friendly topic and have them practice turn-and-talk
• Then have students regroup and have students discuss what the discussed and what they learned using the
• Follow up with self-assessment (Appendix #9)

chart paper

markers

My Reading Log sheets

Library books and book magazine files

Strategies and Skills

• There are many reasons readers abandon books.
• It is acceptable to abandon a book occasionally.

Book exchange today

• Address reasons for abandoning books

“What makes a book a poor fit?”

• Teacher role play the abandoning of a book using their own personal experiences
• Create a chart with the students on why books should and should not be abandoned (see Appendix #10) Make comparisons to last year to identify how they have grown as readers
• Using Turn-and-Talk guidelines (Appendix #8) have students take a moment to reflect on how they have changed as readers
• Students complete the reflection sheet Thinking About Myself as a Reader (Appendix #11).  This sheet is intended to reflect on their past reading experiences. It is to be kept in their Readers’ Notebooks
• Students are given time for Independent Reading.  Teachers circulate the room to assist students and ensure best strategies and use of time
• Have students sign out a new batch of independent reading books for their book magazine files

Reading Log sheets

Management mini-lesson

• Independent reading time is accountable reading time.

• Readers have “AHA!” moments and it is important to keep track of them.

• Teacher does whole group mini-

lesson about using Readers’ Notebook ( given to students Day 1) and how to fill out “My Reading Log” ( see next page)

• Discuss purpose of tracking reading through use of Reading Log

Overall Expectations

1- Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2 – Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

3 – Use knowledge of words and cueing systems to read fluently

4 – Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during and after reading

• Use a volunteer from the class to share their reading material. Using this, the teacher will model how the Reading Log is to be completed
• Everyone practices this on their sheets and files it in the Readers’ Notebook
• Students are given time for Independent Reading.  Teachers circulate the room to assist students and to ensure reading log is completed.
• Students bring Readers’ Notebooks with Reading Logs to share with elbow partners in whole group area.  Students turn-and-talk to check each other’s Reading Logs to be sure they have been completed correctly

markers

list or basket of familiar books

Extra:

Movie – The Pagemaster (with McCauley Caulkin)

Skills and Strategies mini-lesson

• Fiction books fall into categories called genres.

• Being aware of genre is important to our book selection process.

·   Present and define different types of Fictional Genres through game of Charades.  For example, Adventure, Romance, Fantasy, Science Fiction, Historical Fiction, Realistic Fiction, Classics, Humor.  (See definitions in. Appendix #13.)

·   Students select genre card and play game of Headbandz to guess their genre. Students then are sent to find a book in the library of that genre and to meet with other students of the same assigned genre to create a definition poster

·   In the whole group discussion, ask selected students what books they are currently reading and what genre it is.  Have each selected student physically walk to the area where their book is shelved

·   Make the point that books are shelved/organized alphabetically by the author’s last name-not by Genre.

·   Review and discuss which genres are in fact fictional? Will new genres need to be created (i.e. survival literature)? Discuss books that cross borders.

chart paper

book to model focused, engaged reading

BLM Guidelines for Reading Workshop

BLM for Key Comprehension Strategies

Management Mini lesson

• Reading Workshop is intended for accountable, focused, and enjoyable reading.

• Efficient reading behavior is observable.

• Teacher models what a focused engaged reader looks like.  Teacher does this as a ‘Think Aloud’ also modelling the making of notes using sticky notes and/or journals demonstrating the chosen reading comprehension strategy
• With class, teacher creates anchor chart (Appendix #15) Guidelines for Reading Workshop)
• Students are given Independent Reading time.

The teacher will provide a focus for students when they are reading. Students record ideas on sticky notes to be placed in their books (diagnostic).

Suggestions:

• Determining a purpose for reading
• Activating prior knowledge
• Making connections
• Predicting
• Visualizing
• Questioning

If your students are very familiar with this first six strategies, move on to the following high-order thinking strategies:

·       Drawing inferences

·       Finding important information (especially important for non-fiction texts)

·       Summarizing

·       Synthesizing

·       Monitoring Comprehension

·       Evaluating

• For the full list and teacher support ideas and Student Sentence Starters.
• Teachers circulate the room to assist students and ensure best strategies and use of time
• Students practice ‘Buzzing’ and share their thinking about the books

Week 3:           Reading Workshop (continued)

Source:                Guiding Readers and Writers, by Fountas & Pinnell

Essential Question:  What are the learners’ responsibilities for Independent Reading?

Books for Book Talks

Strategies and Skills Mini-Lesson

• Choosing books for book bags is a thoughtful ongoing process.

BOOK EXCHANGE

At this point students will have up to 5 pieces of reading material in their magazine file

• Classroom teacher uses anchor charts –How to Choose Books and When to Abandoned Books for review and reference.
• Hold several age-appropriate Book Talks with whole class
• Review procedures for independent book sign out
• Assist students in choosing ‘Just Right Books’ for their book magazine files using ‘The Ways We Choose Books’ anchor chart
• Students are given Independent Reading if time permits
• Save time for a big share (10 mins.). Time needs to be given to talking about reading as means to understanding and enjoyment.

sticky notes

Annotation (Appendix #16)

Management Mini-Lesson

• The use of text codes will help students become aware of their thoughts when reading… Metacognition-‘Thinking about Thinking

·   Teacher will point out that these notes can be used for information when students are writing their Reading Response letters (to be covered in detail on Day 14)

·   The marked places can help students remember the parts that they want to write about in their Reading Response Letters

·   Practice the use of sticky notes in their books during Independent Reading based on modelled lesson above

·   As a whole group (in whole group teaching area), students share where they put their sticky notes and why

overhead/

projector/as needed

sticky notes

prepared anchor chart Topics for your…

Appendix #21

Strategies and Skills Mini Lesson

·       Writing about reading allows students to explore meaning and deepen understanding

·       A good response includes a date, salutation, a paragraph responding to the teacher’s comments, a brief summary of what has been read so far, connection, evidence from the text, a sentence starter, (the number will increase as the year progresses) and evidence from the text, and conclusion.

• Teacher models a reading response letter to be shared with whole group. The letter should be based on the teacher’s own sticky note lesson from Day 12.  This can be done on chart paper, overhead, Google docs, to be used later as an anchor chart or photocopied as an example to be included in the student’s Reading Response Journal
• See Appendix #22 for Sample Reading Response Letter
• Teacher has prepared the beginning of an anchor chart about Topics for your Reading Response Journal which includes topics from the Reading Response letter above
• As a whole group (in whole group teaching area), teacher and students create a chart of topics that can be used when writing in Reading Response Journals.   This chart is a work in progress. Students, with teacher assistance, will add topics as they progress through their reading
• Create a checklist and success criteria for a response letter
• Students are given time for Independent Reading if time permits

Reading Response Journals (RRJ)

Weekly schedule for submitting RRJ

Sample response letter form (Appendix #24)

Management Mini-lesson

• Writing about reading allows students to explore meaning and deepen understanding.

• Students transfer and elaborate on their thoughts (from sticky notes) into their reading response letters.

Teacher Homework Night: Review class letters to choose examples of successful letters and to identify students who may possibly need a Guided session.

• Teacher reviews letter from previous mini-lesson
• Students’ letters will be written in their Reading Response Journals
• Response Journals are handed out
• Depending on student needs, sample letter is examined as a class, and/or used as student worksheet
• Teacher reviews schedule for handing in Response Journals and discusses procedure/expectations for missed days
• A weekly schedule for the handing in of Reading Response Journals is clearly posted in classroom.
• For the first letter writing experience, student will all be writing on the same day.  Please remember writing letters includes using assistive technology, a sample letter format, and/or scribing for IEP students.

** May use writing workshop time for initial reading responses for students you know need support in writing to help them build confidence with the format. You may have the format outlined on chart paper or in digital format that you can record on during the conference to guide the discussion.

• Please note letter writing will progress to the weekly schedule (Appendix #25)

markers

Sample anchor chart on Proofreading Your Letter

(Appendix #26)

Reading Response Journals

Strategies and Skills Mini-Lesson

• Response letters need to make sense. Students must understand that proofreading is important when writing for an audience.
• Students must be sure to respond to teacher feedback.

• Together with students, teacher creates an anchor chart for how to proofread response letters to ensure they are the best they can be.
• Teacher may say, “I looked over your letters last night.  You are asking good questions, sharing what surprises you and writing about how your book reminds you of something in your life or of other books.  Today we are going to talk briefly about how you are going to proofread your letter to ensure it is your best work. What do you think you need to check for. We will build upon the Learning Goals and Success Criteria we have already begun. We may find that we need to add or revise this list as our learning progresses this year.”

• See appendix #26 for sample anchor chart on Success Criteria for Proofreading Your Letter
• Teacher directs students to reread their letters aloud. (Whisper phones may be used)

• Teacher reminds students to be sure to respond to what their teacher has written in their Reading Response Journals
• Make sure there is a date, opening and closing

Link this to revising and editing strategies you are using in your Writer’s Workshop

Source:                Guiding Readers and Writers, by Fountas & Pinnell

Essential Question:  What are the learners’ responsibilities for Independent Reading?

Books I Plan To Read

(Appendix #27)

Independent Reading Folders

Management Mini-Lesson

• Keeping track of our reading interests allows us to be more efficient when choosing books.

• It also allows us to become aware of the importance of variety when choosing books.

• Fill in BLM ‘Books I Plan To Read’.  To be kept in students Independent Reading Folders

• Teacher introduces “My Reading Interests” (Appendix #27) and models how to fill in the sheet using personal thoughts.
• Students are given the opportunity to do a Library Walk to collect ideas and begin filling in their Reading Interest sheet.
• As a whole group (in whole group teaching area), students share what they have written on their sheets and may add other areas or ideas of interest based on the group discussion.
• Teacher introduces Books I Plan to Read (Appendix #28) table, and models how to correctly fill all columns in.
• The ‘Notes’ column might include: Who it was recommended by; Where you read or heard about it; Add to wish list;
• These are some websites that students might use to find reviews of books or for suggestions to help them find books of interest

Pre-made anchor chart of T.A.C.S. (Appendix #29)

Strategies and Skills Mini-Lesson

• Book talks are a key element to creating and sustaining student engagement in independent reading.
• Helps create a culture of reading and gives value to reading in the classroom.
• Book talks demonstrate student accountability

·   Post anchor charts of frameworks

Introduce the LIVING WALL (Appendix #30)

·       Students share books that they have enjoyed by posting them on the Living Wall

·       Students complete biographical information on sticky notes and post them in the correct genre spot on the wall

·       This will become a go-to spot for book selection

• Finish the week by using the reading workshop time for independent reading
• Require students to practice the strategies learned up to this point

Whole Group

10 minutes

Small Groups

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

Mini Lesson:  Intro vocabulary    pp T18-T19

·       B:  Vocabulary Reader-p T78

·       O: Vocabulary Reader-p T78

·       A: Vocabulary Reader-p T79

·       Technology

·       Independent Reading

·       WB-pp 2-3

·       Vocabulary activity-pT50 and T52

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

·       B: Summarize-p T80

·       O: Summarize-p T80

·       A: Summarize-p T81

• Technology
• Independent Reading
• WB-pp 4-11
• Comprehension-Fluency Practice-p T8

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

·       B: Leveled Reader-My Teacher, My Dad-p T84

·       0: Leveled Reader-Ms. Pinkerville, You’re Our Star!”-p T85

·       A: Leveled Reader-Ms. F Goes Back to School”-p T86

• Technology
• Independent Reading
• Partner re-read
• Analyzing Text practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Mini Lesson:  Intro vocabulary   pp T58-T59

·       B:  Differentiated Vocab Strategies-p T88

·       O: Differentiated Vocab Strategies-p T88

·       A: Differentiated Vocab Strategies-p T88

·       Technology

·       Independent Reading

·       Vocabulary

·       WB-pp 11A and 11B

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Mini Lesson:  Connecting to the text-p T57

·       B

·       O

·       A

·       Technology

·       Independent Reading

·       Connecting to the Text

·       Partner re-read

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

Mini Lesson: Intro vocabulary-p T110

·       B: p T170

·       O: p T170

·       A: p T171

·       Vocabulary activity

·       Independent Reading

·       Independent Tech lessons

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• B: p T172
• O: p T172
• A: p T173

• Partner re-read of story
• Vocabulary activity
• WB-pp21A-21B
• Independent Tech lessons

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

·       O: Leveled Reader, Lauren

·       Otter p T176

·       A: Leveled Reader, The Case of the Missing Grass p T178

·   Re-read Leveled Reader

·   Benchmark and Unit Tests-pp 1-4

·   Independent Tech lessons

·   Vocabulary activity

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Mini Lesson: Intro vocabulary-p T146 and T156

·       B: p T180

·       O: p T180

·       A: p T181

·

·   Benchmark and Unit Tests-pp 5-8

·   WB-pp 12-13

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Mini Lesson:  Connecting to the text

·       B: p T182

·       O: p T182

·       A: p T183

·       Independent Tech lessons

·       Vocabulary activity

·       WB-pp 14-21

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE P. 272

B: Lana and Miguel’s Park

O: The Bears Ride in Style

A:  Caroline’s Treats

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 22-31B
• Word Work
• Reader’s notebook pages 29,35,36

Partner Read

• Skill Worksheet

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Character traits graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Books at student level with a strong focus on character

Supplemental Texts:

*Thank You Mr. Faulkner – Patricca Pollacco

*Crow Boy – Taro Yashima

http://www.Newsela.org

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

If not using Journeys leveled texts, use leveled texts with at least 2 strong characters that can be compared/contrasted

TE P 356

B:   The Tallest Tower

O:  Champ of Hoover Dam

A:  Sky-High Dreams

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 32-41B
• Word Work
• Reader’s notebook pages 49-50
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Compare and contrast characters graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Books at student level with strong characters

Supplemental Texts:

*The Pain & The Great One – Judy Blume

*Officer Buckle & Gloria -Peggy Rathmann

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE P. 454 and 460

B:  Willie Mays

O:  The Home-Run King

A:  Babe Ruth

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 42-51B
• Word Work
• Reader’s notebook pages 63-64
• Partner Read
• Skill worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Cause and effect graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Biographies at student levels

Supplemental Texts:

*The Tree Lady – H. Joseph Hopkins

*Alexander and the Terrible, Horrible… – Judith Viorst

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE P. 72 and 78

B:   Chased by a Bat

O:  A Sound in the Ground

A:  Life in a Cave

•  Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 52-61B
• Word Work
• Reader’s notebook pages 77-78
• Partner Read
• Skill worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• sequencing graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• narrative nonfiction at student levels

Supplemental Texts:

*Bats – Gail Gibbons

*National Geographic Readers: Bats – Elizabeth Carney

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE P. 164 and 170

B:  Making Murals

O:  Artists All Around YOu

A:  Art in Caves

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 62-71B
• Word Work
• Reader’s notebook pages 91-92
• Partner Read
• Skill worksheets
  • text features scavenger hunt

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Text features graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Informational texts at student levels

Supplemental Texts:

*I Wonder Why Penguins Can’t Fly – Pat Jacobs

*”Who Would Win?” Series

https://www.youtube.com/watch?v=3mAl9QMJJTo

text features scavenger hunt using online NatGeo magazine https://www.weareteachers.com/printable-informational-text-scavenger-hunt/

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE pg. 258 and 262

B:   Dear Diary TE 268

O:  The Great Storyteller TE 269

A:  The Night Bird TE 270

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 72-81B
• Word Work
• Reader’s notebook pages 105-106 and 109
• Partner Read
• Skill worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Inferencing graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• fiction stories especially folktales and traditional tales at student levels

*The Girl Who Loved Wild Horses – Paul Goble

*The Legend of the Indian Paintbrush -Tomie dePaola

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE pg. 352 and 358

B:   Before the Talkies TE 362

O:  Tall Tale Tuesday TE 363

A: The Kabuki Kid TE 364

•  Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 72-81B
• Word Work
• Reader’s notebook pages 119-120 and  123 (dictionary/glossary)
• Partner Read
• Skill worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• cause and effect graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• realistic fiction stories at student levels

Supplemental Texts:

*When Marian Sang – Pam Munoz

*Strega Nona -Tomie dePaola

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE P 450 and 456

B:   The Write Brothers T460

O:  George Washington Carver T 461

A:  The TV Kid T462

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 82-91B
• Word Work
• Reader’s notebook pages 133-134
• Partner Read
• Skill worksheets

• There are many main idea and detail games available online to use at a technology center.

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Main idea and details graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Biographies at student levels

Supplemental Texts:
*The Great Kapok Tree – Lynne Cherry

*The Kid Who Invented the Popsicle -Don Wulffson

Main idea brainpop

https://www.brainpop.com/english/writing/mainidea/

Main idea and detail online game

http://www.pspb.org/blueribbon/games/burger/burger.html

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE Pgs 70 and 76

B:   The Olympics T80

O:  The Paralympic Games T81

A: All About Sports T82

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 92-101B
• Word Work
• Reader’s notebook pages 165-166
• Partner Read
• Skill worksheets
• Text features activities

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Sequencing and text features graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Informational texts at student levels

Supplemental Texts:
*The Great Kapok Tree – Lynne Cherry

*The Kid Who Invented the Popsicle -Don Wulffson

Great lesson and passage for text features https://www.scholastic.com/teachers/lesson-plans/teaching-content/learning-read-nonfiction-and-its-text-features/

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE p 164 and 170

B:   Monkey fools crocodile T174

O:  Rabbit and the Talking Squash T175

A:  Coyote and the Crops T176

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 102-111B
• Word Work
• Reader’s notebook pages 179-180
• Partner Read
• Skill worksheets
• Idioms practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Theme graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Informational texts at student levels

https://www.youtube.com/playlist?list=PLHjsc9E7VrSitFvcCVeXhkGeyLJGLssUB

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE 256 and 262

B:   Timid Boy and Moma Bear T266

O:  Tuk Becomes a Hunter T267

A:  The Lonely Man

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 124-130
• Word Work
• Reader’s notebook pages 193-194
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Comparing characters graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• legends at student levels (if unavailable fiction books with 2 strong characters)

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE 348 and 354

B:   Helper Monkeys t358

O:  Good Dogs, Guide Dogs T359

A:  Dogs to the Rescue T360

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 134-140
• Word Work
• Reader’s notebook pages 207-208
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Author’s Purpose graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• informational texts at student levels
• Various Genres of texts at student level used to determine author’s purpose

https://www.brainpop.com/english/writing/typesofwriting/

Author’s Purpose texts and lessons

https://www.readworks.org/lessons/grade3/authors-purpose

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE 444 and 450

B: Fifi’s Bath T454

O:  Trouble with Triplets T455

A:  Waiting for Aunt Ro T456

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 144-150
• Word Work
• Reader’s notebook pages 221-222
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Character traits  graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• fiction books with strong characters at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE p. 78 and 84

B: The Recycling Contest T88

O:  Joy’s Planet Patrol Plan T89

A: The Green Team T91

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 154-160
• Word Work
• Reader’s notebook pages 7-8
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Story structure  graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• fiction books with strong characters at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE 170 and 176

B:   Uncovering the Past T180

O:  Mysteries from Long Ago T181

A:  The Man who Digs Dinosaurs T182

• Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 164-170
• Word Work
• Reader’s notebook pages 21-22
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Inferencing graphic organizer
• Visualizations graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• fiction books with strong characters at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

T 264 and 270

B:   Daffodil Spring T274

O:  Wind in the Pines T275

A:  The Power of Corn T276

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 174-180
• Word Work
• Reader’s notebook pages 35-36
• Partner Read
• Skill Worksheets
• Summary practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Text features graphic organizer
• Summary graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Informational books at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

T356 and 362

B:How Chipmunk Got Her Stripes T366

O:  The Tale of the Ungrateful Tiger T367

A:  Crow Brings The Daylight T363

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 184-190
• Word Work
• Reader’s notebook pages 49-50
• Partner Read
• Skill Worksheets
• Summary Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Story structure graphic organizer
• Summary graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• plays or readers theater scripts at student levels

Reader’s Theater Scripts

http://www.teachingheart.net/readerstheater.htm

https://www.raz-plus.com/fluency/readers-theater-scripts/

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE p 452 and 458

B: Watch Out Polar Bears! T462

O:  Beating the Heat T463

A:  Living in Trees T464

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 194-200
• Word Work
• Reader’s notebook pages 63-64
• Partner Read
• Skill Worksheets
• Summary Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Main idea and detail graphic organizer
• Summary graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• plays or readers theater scripts at student levels

Articles with a focus on Main idea and detail

https://www.readworks.org/rw/articles-teach-main-idea#!s0:1,33/q:/g:19/t:/s:/k:33/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE P 72 and 78

B:   Lost! T82

O:  Race Against Time T83

A:  An unwelcome Visitor T84

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 204-210
• Word Work
• Reader’s notebook pages 95-96
• Partner Read
• Skill Worksheets
• Summary Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Story Structure graphic organizer
• Summary graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Historical fiction or fiction books at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE 164 and 170

B:   Monarchs on the Move T174

O:  Fish on the Move T175

A:  Rescuing the Whooping Crane 176

•  Independent reading with target skill focus (graphic organizer, close reading, worksheets)
• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 214-220
• Word Work
• Reader’s notebook pages 109-110
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Compare and contrast graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Informational texts at student levels

https://www.readworks.org/find-content#!s0:1,46/q:/g:/t:/s:/k:46/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE 258 and 264

B:   Binxie Gets Lost T268

O:  Ursus, The Traveling Bear T269

A:  Hopping Henry T270

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 224-240
• Word Work
• Reader’s notebook pages 123-124
• Partner Read
• Skill Worksheets
• Summary practice

Share learning from today

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Sequencing graphic organizer
• Transition words anchor chart
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Ifantacy and fiction stories at student levels

https://www.readworks.org/find-content#!s0:1,51/q:/g:19/t:/s:/k:51/cid:/f:0/pt:A/features:/staff_picks:/sel:/

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE pg 350 and 356

B:   The Great Bay T360

O:  The Girl and the Wolf T361

A:  Friends with Wings T362

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 234-240
• Word Work
• Reader’s notebook pages 137-138
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Author’s Purpose graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• realistic fiction at student levels
• varying genres of text at student levels used to determine author’s purpose.

https://www.brainpop.com/english/writing/typesofwriting/

Author’s Purpose texts and lessons

https://www.readworks.org/lessons/grade3/authors-purpose

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

TE p. 446 and 425

B:   Rushing for Gold T456

O:  Journey of the Kon-Tiki T475

A:  Up, Up, and Away T 458

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 244-250
• Word Work
• Reader’s notebook pages 151-152
• Partner Read
• Skill Worksheets
• Summary Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Text features graphic organizer
• Main idea and detail graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• informational books at student levels

http://www.elementaryantics.com/2013/11/take-me-back-tuesday.html

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

Below Level Trade Book Donavan’s Word Jar Author: Monalisa DeGross Genre: Realistic Fiction

TE P. 239-291

On Level Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

TE P. 294-347

Advanced Trade Book Capoeira Author: George Ancona

Genre: Informational Text

TE p. 350-402

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 254-260
• Word Work
• Reader’s notebook pages 160-161
• Partner Read
• Skill Worksheets
• Summary Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Main idea and details graphic organizer
• Summary graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Various genres of texts at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

On Level Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

Advanced Trade Book Capoeira Author: George Ancona

Genre: Informational Text

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 264-270
• Word Work
• Reader’s notebook pages 172-173
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Cause and effect graphic organizer
• Summary graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Various genres of texts at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

On Level Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

Advanced Trade Book Capoeira Author: George Ancona

Genre: Informational Text

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 274-280
• Word Work
• Reader’s notebook pages 184-185
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Fact and Opinion graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Various genres of texts at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

On Level Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

Advanced Trade Book Capoeira Author: George Ancona

Genre: Informational Text

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 282-283
• Word Work
• Reader’s notebook pages 196-197
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Character Traits graphic organizer
• Story Elements graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Various genres of fiction texts at student levels

Whole Group

10 minutes

(3 12-minute rotations OR 2 15-minute rotations)

Whole Group

5 minutes

On Level Trade Book
Jake Drake, Know-It-All

Author: Andrew Clements Genre: Realistic Fiction

Advanced Trade Book Capoeira Author: George Ancona

Genre: Informational Text

• Vocabulary Practice
• Technology (AR, Razz Kids, IXL, ect)
• Write-In Reader pages 294-300
• Word Work
• Reader’s notebook pages 208-209
• Partner Read
• Skill Worksheets

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• Inferencing graphic organizer
• Summary graphic organizer
• Journeys TE and Student text
• Journeys write in reader and reader’s notebook
• Various genres of texts at student levels