- sets of 3
- italicized
- shape, color, font,
- sentence fluency, "Wheee! Now the ride is over."
- Short sentences, drawn out words
Mini-Lessons
·
Not about giving students work to do for
the day.
·
To make stuff. . .
·
The lessons suggest things that children
might try to think about as they go about their writing work for the day
·
Make a book just like Eric Carle does.
·
4-6 don’t need lined paper
·
6 and up need lined paper
·
Children choose the place they think they
can work best for writing. It does not need to be a desk or table. Get to where
they are comfortable.
·
Starting with a little time and adding to
it.
·
Write the sounds you hear. Do not spell
the words for them.
·
Write all about the same thing
I know I’m finished when…
·
All of my pages are Full of writing and
illustrations and are about the same big idea
·
All of my illustrations go along with my
words
·
I have a date stamp and my name on my
book
·
I have shared my writing with someone who
would be interested in it.
Share Time
·
Share before it is considered finished
Mini Lesson
One sentence at a time with the class
Interactive writing
Put bubble gum in your mouth and stretch
it out like bubble gum
Use arm and get your secret agent note
pad since it’s a tricky word. Write of on your notepad
Smooth out the sand and write the letters
of the word in the carpet
Good Reader
Semantics Syntax
Graphophonic
Poor Reader
Graphophonic
Syntax Semantic
Does it make sense? Semantic
Does it sound right? Syntax
Does it look right? Graphophonic
Phonemic awareness- the awareness the smallest sounds in words
Phoneme-smallest unit of sound in a word ex.thankfulness has 9
Phonics-links letters to sounds links graphemes to phonemes
Phonological Awareness-bigger chunks of sound-rhyming ( ex clap out lindsay)
Morphemes-chunks that have meaning thank ful ness (3)
Look at handout between phonemic activities and phonological activities
/th/
voiced
there
this
those
they
thought
thug
thump
thick
Writing mini-lesson 10-20 minutes
Workshop time 30-45 minutes (kindergarten 15-20)
When conferencing do not touch their writing. Ask student to read and talk about their writing with them. Support the writer.
Share Time: 10-15 minutes (ex. turn and read your favorite sentence with your group)
90-120 minutes TOTAL
10-20 minutes Reading mini-lesson
60+ minutes of Independent Reading, meeting one-to-one, small groups, literacy corners
The daily five--Literacy Corners--Debbie Diller
10-15 minutes of Share Time
Time frames the same as above
example) ind read 15-20--word work 15-20
Literature Circle- everyone has read it and they come to talk about the book
I think (efferent) Harriet Tubman
Underground Railroad
A strong African American woman
A risk taker
Bold
I feel (aesthetic) Honey, I Love
Excitement
Warmth
Love
Happiness
Togetherness
Teacher
Access prior knowledge
Think Aloud
Guide the students
Emphasize reading strategy to engage students
Set a positive tone
State Objectives: purpose
Modeling fluency
Encourage discussion:Ask appropriate questions: provide prompt: Turn and talk format
After reading prompt
Students
Listening
Interact with shoulder partner in turn and talk
Be cooperative and stay positive about the book
Respond to question
Comprehend
Metacognitive
Stay engaged with the story
Stay on topic
Pre-K--3rd Grade
Every day every child. . .
- Reads something they choose and like.
- Reads something accurately.
- Reads something they understand.
- Writes about something that is meaningful to them.
- Talks to peers about their reading and writing.
- Listens to a fluent adult read aloud.
Five Pillars of Scientific Reading Instruction
Richard L. Allington
- Access to interesting text and choice.
- Matching kids with appropriate texts.
- Writing and reading have reciprocal positive effects.
- Classroom organization: Balance whole class teaching with small group and side-by-side instruction.
- Availability of expert tutoring.
Interactive Read Aloud
What is it?
- Discussion
- 20-30 s
- Cooperative Reading
- Reading aloud
- Thinking aloud (teacher)
- Turn & Talk
- Teacher models reading strategies
- Involvement with books
- Think and analyze
- Process information
Why is it important?
- Focuses students
- Helps kids understand text
- Promotes active listening
- Develops oral language
- Develops thoughts
- Students are actively involved
- Learn reading strategies
- Social interaction
- Develops critical thinking skills
- Form opinions by listening to peers
- Equal participation
- Keeps students attention
- Process information
- Safe sharing environment
- Broaden students perspective
- Brings unity
- Evens playing field for high and low
