Anecdotal notes/Running Records Guided Reading Groups
Reading Identifying Information “Retelling from the heart”
Reader’s Workshop
Reading Focus: Language of narratives/making connectionsUnit Link: Self Esteem
Monday 9-15 am / Tuesday 9.15am / Wednesday 9.15am / Thursday 9.15am / Friday 9.15 am
Whole
Class / ‘Think Aloud’
Prediction: View and discuss front cover only and talk about:
- The cover illustration
- The title what it might mean?
- The author and other books the children know by the author
- What might the story be about?
Read Aloud: Feathers for Phoebe.
Do a comparison...What did we predict? What was the story about? / Modelled Reading:
Teaching Focus: Illustrations.
Looking further into text...
Example Questions...
- What do the pictures tell us that the words don’t?
Making connections
Example questions:
- Why do you imagine Phoebe was unhappy with her appearance?
- Why might Phoebe wish to look like Zelda?
- What apparently made Zelda so special?
Making Connections
(text to self)
Example questions?
We have discussed how Phoebe was feeling...etc Can you think of a time you ever felt you wanted to be noticed?
Have you ever worn something or done something to stand out from a crowd
Focus: Bold Text/Intonation
Groups / WORKSHOP TIME
Go Getters / Teacher Group: Guided Reading: Instructional Text : Introducing the instructional text / Follow up activity:
Graphic organiser:
BME / Teacher Group:
Revisiting text:
Initial sound- ‘c’ makes s and k sound
Follow up activity:
Sound hunter: students to use word walls, book boxes and classroom library to find words that have ‘c’. / Visual literacy:
Beginning/Middle/End:
Students will be provided with illustrations (specific pages) throughout book to sort into B/M/E. / DRAW
Draw a picture of your favourite part of the story. Write 1-2 sentences to explain it.
Stingers / Students to be given a copy of the image of Phoebe on the first page with the text removed. Students are to write their prediction of who the character is and what they think the problem will be. / Teacher Group:
Guided Reading:
Instructional text- revisiting text.
Retelling of main Ideas from a text in sequence / Follow Up: Story Map (Retelling) First Steps Reading Map Development, p109 Basic Maps: Graphic representation of some of the main elements, such as setting, characters, events / Visual literacy:
Beginning/Middle/End:
Students will be provided with illustrations (specific pages) throughout book to sort into B/M/E. / DRAW
Draw a picture of your favourite part of the story. Write 1-2 sentences to explain it.
Hot Shots / Students to be given a copy of the image of Phoebe on the first page with the text removed. Students are to write their prediction of who the character is and what they think the problem will be. / Visual literacy:
Beginning/Middle/End:
Students will be provided with illustrations (specific pages) throughout book to mark B/M/E
They will write their own interpretation according to visual. / Meet and Greet: First Steps, Reading Map of Development, p 161
Early readers decide who they would like to meet and greet in a text and why? (Use Feathers for Phoebe)
Students to list questions... Students to discuss in their groups / Teacher Group
Guided reading –descriptive vocabulary
Use IWB...Feathers for Phoebe
Cloze activity... teacher to block out certain words in text / DRAW
Draw a picture of your favourite part of the story. Write 1-2 sentences to explain it.
The Jets / Students to be given a copy of the image of Phoebe on the first page with the text removed. Students are to write their prediction of who the character is and what they think the problem will be. / Visual literacy:
Beginning/Middle/End:
As above / Meet and Greet: First Steps, Reading Map of Development, p 161
Early readers decide who they would like to meet and greet in a text and why? (Use Feathers for Phoebe)
Students to list questions... Students to discuss in their groups / DRAW
Draw a picture of your favourite part of the story. Write 1-2 sentences to explain it. / Teacher Group:
Revisit text: self correction when reading
Inferring:
Characters motive:
Discuss with students one character...
Why do you think he / she took certain actions.
SILENT READING 10 MINUTES.
Whole: / Reflection
What did they find easy/hard/discovered/- guide discussion
What strategies did they use...
What did they enjoy and why? / Reflection
What did they find easy/hard/discovered/- guide discussion
What strategies did they use.What did they enjoy and why? / Reflection
What did they find easy/hard/discovered/- guide discussion
What strategies did they use...
What did they enjoy and why? / Reflection
What did they find easy/hard/discovered/- guide discussion
What strategies did they use...
What did they enjoy and why? / Reflection
What did they find easy/hard/discovered/- guide discussion
What strategies did they use...
What did they enjoy and why?
Writer’s Workshop
Writing Focus- Narratives / Assessment: Comic Strip Retelling in sequence
Anecdotal notes –from teaching group and conferencing
Monday 10am / Tuesday 10am / Wednesday 10am / Thursday 10 am / Friday 10 am
Whole:
Unpack narrative text type: Organisational Framework only. ‘Writing is fun’ Jenny Eather / Whole:
Unpack Language features of narrative - Nouns / Whole:
Unpack Language features of narrative - adjectives / Whole:
Unpack Language features of narrative – past tense / Whole:
Unpack Language features of narrative – Third person
Teaching Group- BASED ON NEEDS.
Focus – capital letters and full stops / Teaching Group
Focus – building sentences
First steps, Writing Resource, p127
Chain writing or sentence expansion / Teaching Group
Focus - Organising a paragraph
-topic sentence
-support sentence
-concluding statement
First Steps, Writing Resource Book, p193 / Teaching Group
Focus – Sentence structure
-Simple (PP 1.0)
-Compound (PP 1.2-1.5)
-Complex (PP 1.5-175) / Teaching Group
Focus – Vocabulary – Descriptive – Purpose and how to use
Independent:
First Steps, Writing Map Development, p148
‘Retelling from the heart’ – modify activity so that they are retelling as is they are Phoebe.
ESL/Level 1students – can visually represent 3 significant moments in the text for Phoebe. Teacher to assist with scribing / Independent:
Innovate on text:
Create a before/after self portrait using student photo. Before: Use first page of text/substitute noun & adjectives
After: Create new self & Innovate on text with more descriptive adjectives derived from new self / Independent:
Innovate on text:
Create a before/after self portrait using student photo. Before: Use first page of phoebe/substitute noun & adjectives
After: Create new self & Innovate on text with more descriptive adjectives derived from new self / Independent:
Comic strip – draw the retelling of Feathers for Phoebe. Teacher to assist with scribing where necessary / Independent:
Provide Pictures of people/animals/places or objects. Students can prepare an oral description
First Steps, Writing Resource Book, p66
Whole: Students to share their thoughts, feelings, strategies and writing
Year 1/2 Literacy Planner Term 3 Week 2 ACTIVITIES DERIVED FROM FIRST STEPS WILL BE MODIFIED TO SUIT ABILTIES.
Reader’s Workshop
Reading Focus: Reading for fun and enjoyment
Unit Link: Self Esteem / Assessment: Anecdotal notes
Running Records from Guided reading groups for Hot Shots and Jets
Reading: Crystal Ball activity – Contextual understanding predicting from what they have know
Monday 9-15 am / Tuesday 9.15am / Wednesday 9.15am / Thursday 9.15am / Friday 9.15 am
Whole
Class / Feathers for Phoebe
Shared Reading –
Let’s look at the language of the text.
Focus – adjectives – purpose/position before noun / Feathers for Phoebe
Shared Reading –
Focus – what did you notice about the verbs (ed) past tense / Choral Reading- Feathers for Phoebe
Focus – Model Open mind portrait / Buddy Bump (First Steps, p155) / Feathers for Phoebe –
Whole class Readers Theatre
Celebrating the words and story – rich on vocabulary
Groups / WORKSHOP TIME
Go Getters / This guided reading session will be replaced with whole class activity.
Roll Movie. (Hill : 2006 : 111)
Students illustrate each event in the story on separate pages, and then they join them into a long roll. Using a cardboard box to resemble TV they read their story. / Create an ALPHABOX (Ryan:2010:37)
Students will work in the group to write the words from Phoebe in the correct alphabet box. / Teacher Group: Guided Reading Focus – revisit text
Letters make words. Using magnetic letters focus on high frequency words. Students to find the letters and make the word. / Acting it out
(Ryan :2010: 15)
Students in groups will act out various parts of the story in sequence. / Make up a new song for Phoebe
Stingers / Roll Movie. (Hill : 2006 : 111)
Students illustrate each event in the story on separate pages, and then they join them into a long roll. Using a cardboard box to resemble TV they read their story. / Teacher Group: Guided Reading
Focus – 1. Read on and go back 2. Does it make sense?
Punctuation – help make meaning and improve expression. / Crystal Ball , First Steps, Reading Resource Book, p 134 / Acting it out
(Ryan :2010: 15)
Students in groups will act out various parts of the story in sequence. / Make up a new song for Phoebe
Hot Shots / Roll Movie. (Hill : 2006 : 111)
Students illustrate each event in the story on separate pages, and then they join them into a long roll. Using a cardboard box to resemble TV they read their story. / Make up a new song for Phoebe / Crystal Ball , First Steps, Reading Resource Book, p 134 / Teacher Group: Guided reading – Comprehension. Stops and think cards, First Steps, Reading Resource, pg 156 / Make a list of questions you had whilst reading the text. Were you able to answer them? If yes, how? If no, what could you do? Reading response journal.
The Jets / Roll Movie. (Hill : 2006 : 111)
Students illustrate each event in the story on separate pages, and then they join them into a long roll. Using a cardboard box to resemble TV they read their story. / Make up a new song for Phoebe / Crystal ball, First Steps, Reading Resource book, p134 / Acting it out
(Ryan :2010: 15)
Students in groups will act out various parts of the story in sequence. / Teacher Group: Guided Reading – Focus – Inferring characters motives
“Interviews”, First Steps, Reading Resource book, p149
Focus: reading with expression
SILENT READING
Whole / Reflection
What did they find easy/hard/discovered/- guide discussion STUDENTS TO SHARE PERFORMANCE OF NEW SONGS
What strategies did they use...
What did they enjoy and why?
Year 1/2 Literacy Planner Term 3 Week 3 / Assessment: Anecdotal Notes
Reader’s Workshop
Reading Focus: Language of narratives
Unit Link: Self Esteem
Monday 9-15 am / Tuesday 9.15am / Wednesday 9.15am / Thursday 9.15am / Friday 9.15 am
Whole
Class / Read Aloud
- Cover title 2. Students to predict from illustration 3. Reveal Title 4. What words might we find in this book, make a list
- Read Aloud
Focus- list all adjectives we can find in the text / Read aloud
Focus – Intonation/Character Voices / Choral Reading / Readers Theatre:
Whole class to participate. Students will select which character or animal group they wish to belong to.
Giraffe’s Cant’ dance – scan text so as to be shared on IWB when needed
Groups / *last week celebration week so there are no follow up activities WORKSHOP TIME
Go Getters / Teacher Group: Guided Reading
Focus- Rhyming words
Follow on with activity Model to students by clapping ‘Get the Rhythm’ to prepare for group activity on Wednesday / Create a dance for Gerald the Giraffe and say why you chose these steps. Students can illustrate the dance if they prefer. Using flip camera students to record members of their group. / Teacher Group:
Focus:
Final sounds focus: ‘y’
Make long ee and long i soundMonkey
Sky
In pairs find words in text or from environmental print/ book box and share as a group. / Using Instruments made in music session, students to ad rhythm to Giraffes can’t dance.
First Steps, Reading Map Development, p108 / Sensory chart, Reading Resource Book, p 152
Students to select part in text (prepared copies for all students of Giraffes Can’t Dance) Students to work individually to record, pictorially or using key words.
Stingers / Independent Reading or paired reading Independent Reading/Listening Post* Refer to Appendix 1 / Teacher Group: Guided Reading
Focus- Rhyming words
Follow on with activity Model to students by clapping ‘Get the Rhythm’ to prepare for group activity on Wednesday / Create a dance for Gerald the Giraffe and say why you chose these steps. Students can illustrate the dance if they prefer. Using flip camera students to record members of their group. / Using Instruments made in music session, students to ad rhythm to Giraffes can’t dance.
First Steps, Reading Map Development, p108 / Sensory chart, Reading Resource Book, p 152
Students to select part in text (prepared copies for all students of Giraffes Can’t Dance) Students to work individually to record, pictorially or using key words.
Hot Shots / Same and Different, First Steps, Reading Map of Development, p 118
Students to compare Feathers for Phoebe and Giraffes Can’t Dance
Venn Diagram / ‘Think and Share’, First Steps, Reading Resource Book, p138
Students work in pairs to make comparisons between characters within a story and then make connections / Using Instruments made in music session, students to ad rhythm to Giraffes can’t dance.
First Steps, Reading Map Development, p108 / Teacher Group
Guided Reading:
Focus – Word Knowledge/syllables awareness
First Steps, Reading Map of Development
Syllable sort: students to sort words from text according to number of syllables. / Create a dance for Gerald the Giraffe and say why you chose these steps. Students can illustrate the dance if they prefer. Using flip camera students to record members of their group.
The Jets / Same and Different, First Steps, Reading Map of Development, p 118
Students to compare Feathers for Phoebe and Giraffes Can’t Dance
Venn Diagram / Think and Share’, First Steps, Reading Resource Book, p138
Students work in pairs to make comparisons between characters within a story and then make connections / Using Instruments made in music session, students to ad rhythm to Giraffes can’t dance.
First Steps, Reading 2Map Development, p108 / Create a dance for Gerald the Giraffe and say why you chose these steps. Students can illustrate the dance if they prefer. Using flip camera students to record members of their group. / Teacher Group
Guided Reading:
Focus – word knowledge – Past tense regular and irregular
Make a list of ‘ed’ words in text.
Whole / Reflection
What did they find easy/hard/discovered/- guide discussion Students to share their Readers Theatre Performance
What strategies did they use...
What did they enjoy and why?
Writer’s Workshop
Writing Focus- Narratives – Revisit Writers Process / Assessment: Anecdotal notes – conferencing
Narrative – Rubric(teacher)
Capacity matrix (student assessment)
Goal setting – 2 stars and a wish ( to be completed in week 4 conference groups)
Monday 10am / Tuesday 10am / Wednesday 10am / Thursday 10 am / Friday 10 am
Whole: Shared Writing
- Planning – Concept Maps
Focus – Beginning / Whole: Shared Writing
Focus - Middle / Whole: Shared Writing
Focus - End / Whole: Interactive Writing
Students taking turns in writing a shared story
Conferencing: Teacher groups
Assist students with planning
Does my writing make sense?
Does my writing have a beginning middle and end?
(Deb Sukarna, 2009) / Conferencing: Teacher Groups
How can I make my writing more interesting?
Have I used the best words that I can?
(Deb Sukarna, 2009) / Conferencing/Teacher Groups
Have I checked for punctuation?
Have I used a dictionary?
Have I re-read my work?
(Deb Sukarna, 2009) / Conferencing/Teacher Groups
Assist students with final draft to be ready for class presentations.
Students begin to plan and think about their narrative – must be about a person or animal that wanted to belong or was different
Independent:
Planning and first draft / Independent:
Continue working on draft / Independent:
Edit and proof read / Independent:
Publish writing / Independent:
Celebration- ‘Authors Chair’ – students to share their work
Whole: Reflections on the whole unit/What did I like/What did I learn about me/
Story Celebrations
Spelling Workshops ( 20 minute sessions)
Monday 11.30am / Tuesday 11.30am / Thursday 11.30am
EDU4PEN – Major Assignment – Literature Based Unit – Ghiwa Koubar and Christine Mahlis