8:30-8:45 Arrival/Journal
Writing
Students
may journal about anything they want. There will be prompts provided for those
with writer’s block. These are student-centered journals that will help
establish the home-school connection, as they’ll be used for written
correspondence between teacher, student and family (Villegas & Lucas, 2007).
8:45-9:05 Morning
Meeting: Community Building
· Daily Schedule
·
Morning
Quote/Daily Health Fact
·
Get to know your
classmates
·
Share (what we
learned about our classmates)
The
Morning Quote and Daily Health Fact are meant to get the
class started off on the right foot every day. I’ll model during the first week
by bringing in simple health facts (e.g. “Drinking 8 oz. of water a day…”) and
some of my favorite quotes, and sharing what they mean to me. A different
student will choose a health fact and quote to share each day. Get to know your classmate & Share will teach social skills and build
community.
9:05-11:05 English
Language Arts Block
9:05-9:25 Independent
Reading: Students read whatever they like anywhere in the room they like. I
can check-in as necessary following Share,
and monitor individual progress (Tracey & Morrow, 2006).
9:25-10:05 Minilesson/Small
Group Reading: Minilessons will
model
reading fluency skills (e.g. comprehension, decoding, etc.). Small groups will
allow students to collaborate and practice the skills.
10:05-10:10 Brain Booster: Whole class physical
activity corresponding to the lesson of the day meant to get the blood flowing
and help the students learn through movement.
10:10-10:40 Literature
Circles: Students will “summarize readings, make connections, learn
vocabulary, and explore authors’ use of text factors” (Tompkins, 2010, p. 337).
10:40-11:10 Literacy
Centers/Writing Workshop: Independently, or in small differentiated groups,
students enhance recently learned concepts, strategies and skills (e.g.
spelling, grammar, etc.) by rotating through various skill centers.
11:10-11:25 Recess
11:25-11:55 Art/Music/
Physical Education
11:55-12:20 Lunch
12:20-1:05 Social
Studies: Non-fiction reading
strategy instruction will take place here as well, as students learn to find
and synthesize information found in textbooks, periodicals, and online. In many
instances Reading and writing workshops will incorporate social studies
standards.
1:05-1:50 Math: Cross-curricular thematic units will also
incorporate ELA into learning math and vice versa in order to facilitate
higher-order learning across domains.
1:50-2:35 Science:
Non-fiction reading strategy
instruction will take place here as well, as students learn to find and
synthesize information found in textbooks, periodicals, and online. In many
instances Reading and writing workshops will incorporate science standards.
2:35-2:45 Clean-up
& pack
2:45-3:00 Teacher
Read Aloud/Student Author’s Chair (sharing): An opportunity to end the day on a positive note, by practicing
listening skills and reflecting on what we’ve learned in class. Both activities
reinforce the building of our community of learners.
References:
Tompkins, G. E. (2010). Literacy for the 21st century a balanced approach. Boston, MA: Pearson Education, Inc.
Tompkins, G. E. (2010). Literacy for the 21st century a balanced approach. Boston, MA: Pearson Education, Inc.
Tracey, D. H., & Morrow,
L. M. (2006). Lenses on reading: An
introduction to theories and models. (pp. 47-75). New York, NY: Guilford
Press.
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