Writing Workshop, Week of October 26

Monday - Writing with Details, Barry Lane tape, ask questions and zoom in

Tuesday - Con't with Barry Lane tape and writing activities,  class chant poem created orally

Wednesday - Chant poem shared orally, using details for stanzas

Thursday - Barry Lane tape con't., Sad Mad made into a new story by asking questions and adding details

Friday - Entries in Writing Journal, short time (Halloween)  Some used Halloween words

Some finished snapshots that were put on wall, still have some Bit of Lives that need printing 

Reading Workshop Week of 10-26

Monday - Brainstormed Character Traits

Tuesday - Added more Character Traits

Wednesday - What the character does is evidence of a trait

Thursday - Trait web, character's name with two traits and evidence for each

Friday - Reviewed traits (Halloween)

Week of Oct. 26

Mmmm....this past week....Mrs. K was able to do a progress check on fluency on the students who scored low....most were reading more words per minute from reading on level.  Two are staying the same, so will have Mrs. K set up a fluency program where a parent will work with the student on a reading passage during the week with a pre and post test.

I was able to conference with every student this past week.  Three were absent due to the flu.

Read Alouds - Picture Books Week of !0-19-09

Monday - My Mountain Song - last year compared to Tuesday's book, this year looked at Authors Craft

Tuesday - MEAP

Wednesday - My Rotten Redheaded Older Brother - compared to Monday's book

Thursday - finished Wednesday's book - themes, like this is "brothers and sisters"

Friday - My Ol' Dad - author's craft, snapshot example

Writing Workshop, Week of October 19

Monday T.P.   Reread as you write every few sentences

Tuesday T.P  MEAP

Wednesday T.P.   As you write, check caps and periods every two, three lines

Thursday T.P.   Practice strategy for getting details, snapshot.  Freeze moment, what do you see, hear, smell.

Friday T.P.  Revise, edit snapshopt, copy final draft for our wall.  Not accepted for wall if errors.

Reading Workshop Week of 10-19

Monday T.P.  Thinking has evidence - from the book and head

Tuesday T.P  MEAP

Wednesday T.P. Post it shows thinking spot, tell why

Thursday T.P.  Example of thinking paragraph written by Mrs. B from read aloud

Friday T.P.  Evidence is explaining, telling why, both retelling story and thoughts in head.

The Week of 10-19-09

This week I tried to meet with students writing their reading response letter.  One day we had MEAP, one day needed to talk with my Title I reading aide.  So some got better attention than others.  In their letters, they answer my question, tell about their new book, and share their thinking.  This is from Gay Su Pennell and her writing partner, but they just have the question answered and thinking, not the summary.  

I also checked my "little ones" for fluency.  I don't think they've been reading and rereading their books to get them smooth.  So I read a page, they read a page to hear how they need to sound, wrote a note on their marker to show mom and dad.  They are BR and J/K, reading Henry and Mudge in a monotone.

In writing, I'm trying to get all their final drafts of memoir writing typed.  They have their rough drafts typed in, but am having trouble with computers and time.  Was hoping writer's notebook entries could be done, while students finished typing.  Too many problems.  One thing that happened was their final drafts had too many errors.  I realize, now, that the final drafts went up with too many errors.  Usually, I send them back to get them closer to standard.

Switched to working on snapshots and this they got this time around.  Worked on these earlier, but this time I think it made more sense. They revised and edited rough drafts and put their final drafts on wall.  Wish we were typing these.  But they will go in their final draft folders and will be good to have.

Picture Books, The Next Week

Day 24: The Waterfall (basal)

Day 25: none, MEAP

Day 26: When I Was Young in the Mountains

Day 27: none, MEAP

Day 28: The Diary of a Worm

Reading Workshop, One More Week

As students read, I hoped to meet with reading partners to encourage them to read same book.  If same book didn't work, I would accept that.  I was also checking that levels match lexile or "letter".

MEAPs on Tuesday/Thursday disrutped reading and did not conference.  Wednesday we has laptops in room and spent whole morning typing in our writing project Bit of Our Lives, which is a personal narrative small moment.

Day 25: Notice how stories begin

Day 26: Meap

Day 27: Typing Bit of Our Lives writing piece

Day 28: Meap

Day 29: ?  At the end of our reading....conferenced with two together that needed to rewrite letters, individually modeled what "reading like we talk" sounds like and had students imitate.... shared a teaching point, but have no memory what it was.

Chpater Book

Ellie McDoodle - This author visited Lakeview and many students are now reading this book or another one from the series. 

Read Alouds - Picture Books

Day 20: Mulan from basal

Day 21: Everybody Needs a Rock by Byrd Baylor

Day 22: The Legend of Michigan

Day 23: The Legend of Michigan

Writing Workshop, The Next Week

This is the week my student teacher taught the class.

Day 20: Working silently

Day 21: Using revision marks-share chart of marks

Day 22: Sharing rubric for assessing - Content and Ideas (Details), Organization (Beg. Mid. End),

Style Voice (Variety in sentences, words), Conventions (Standard)

Day 23: Sharing your writing in a group - Remember to look and listen, comment or ask a question, Pick a favorite sentence

Reading Workshop, One More Week

This is the week my student teacher taught the class on her own.

Day 20:  Label the post it you are using to mark your thinking.

Day 21: Proof read your letter to Ms. K/Mrs. B - answer question, write title of new book, summary, thinking spot (what's happening and thinking)

Day 22: Use punctuation to help understand your reading - period, comma, talking marks, exclamation point

Day 23: Character description in stories, Use James and the Giant Peach

Chapter Books, Next Two Weeks

Ellie McDoodle 

Picture Books, Next Two Weeks (Part 1)

Day 10: Fly Flew In

Day 11: Tops and Bottoms

Day 12: Mrs. Smith Incredible Story Book

Day 13: Inside All and "Bit of Our Lives"

Day 14: Snow Moon

Picture Books, Next Two Weeks

Day 15: Lost and Found from Basal

Day 16: Molly and her Dad by Jan Ormerod and Carol Thompson - text to self

Day 17: Joseph Had a Little Overcoat - funny

Day 18: Bad Dog Marley by John Grogen - text to self

Day 19: Mirette on the High Wire by Emily Arnold McCully - predictions

Poetry

Week 3:  Preamble of Constituiton  with sign language

Week 4: 

Writing Workshop, Next Two Weeks

Day 10: Exploded Moment using Barry Lane Tape

Day 11: From Monday's entry, find a spot you can say more - use Jordan's as an example

Day 12: Snapshot using Barry Lane Tape

Day 13: Review snapshot

Day 14: Intro steps of process writing to get ready for "Bit of Our Lives", a booklet with an entry from each student

Day 15: Using Writer's Notebook, find an entry to rewrite into a rough draft, find an entry with "heart"

Day 16: Revising with a spider leg, find a spot you can say more

Day 17: Editing with standard language; capitals, periods, spelling

Day 18: Rubric with Content and Details, Organization, Style and Voice, and Conventions

Day 19: Celebrate by reading to small group and sharing one line with class, put title in project writing list and tell something learned in What I Learned Section.

Reading Workshop, Two More Weeks

I'm hoping I can read my teaching points from my lesson plans for this chunk of two weeks.  I'm trying to organize how my workshop progresses as the year gets going:

Day 10: No Teaching Point, found lexile numbers using SRI in computer lab

Day 11: Finding main idea of a story using who does what, practiced orally using turn and talk

Day 12: Again practiced finding main idea of story, writing on a slip of paper(or did I end up orally?)

Day 13: Model letter to Mrs. B - Tell what story is about, share thinking

Day 14: Reread letter - point out how thinking comes from a spot in the book where you can put a post it

Day 15: Oops, this is day lexile numbers were determined, last week program wasn't ready

Day 16: Today lock down drill interrupted workshop

Day 17: Review letter form, share another model letter to Mrs. B, Share what story is about, share thinking

Day 18: If Mrs. B asks you a question in a letter, highlight with yellow (not sure this is it)

Day 19: Use POSTER we made with thinking topics to help come up with thinking idea

 

Chapter Books, First Two Weeks

I try to read these smaller chapter books in a week so I show the students how to chunk.  Take the number of pages and divide by 5.  This is how many pages I need to read each day to finish.  I am taking longer than my week and not meeting the goal, so what can I do?  So I will model next week finding those extra moments to squeeze in a page or two.

Horrible Harry and the Drop of Doom

Cam Jansen and the Missing Tennis Trophy

We do turn and talks with random students.  Next week, the third week, we will have assigned read aloud partners (not ability paired) and students will sit in the same spot.  A turn and talk is when the pairs turn to each other in response to a prompt the teacher gives in the middle of the read aloud and sit eye to eye and knee to knee.  The students then talk as the teacher mills among them listening in to their conversation.

Picture Books, First Two Weeks

Here are the picture books for the first two weeks. The first five are  about how we treat each other and how we can feel nervous as we start school.

Day 1: Fill Your Bucket

Day 2: First Day of School

Day 3: Alice and Greta

Day 4: The Color Magic (Alice and Greta)

Day 5: Greta's Revenge (Alice and Greta)

 Day 6: Diary of a Fly  (student teacher brought in to go with writer's notebook)

Day 7: The Day You Were Born

Day 8:  President Obama's Speech on video as this was Constitution Day

Day 9: Twilight Comes Twice 

Poetry

I read aloud at least three times: poetry, a picture book and a chapter book.  Sometimes there is a fourth time in science and social studies.  I am influenced here by Lester Laminack.

Poetry 

Week 1 - The First Day of School by Judith Viorst

Week 2  - Where in World is Henry - a poem that goes well with map work in social studies

We say the poems every day following Lester's suggestions of focus for each day: Monday say it, Tuesday tell what it means, Wednesday look for style, Thursday act it out, and Friday say it from memory.  These first two poems were not memorized in a week, but most of our poems are shorter and seem to be memorized. 

Writing Workshop, The First Two Weeks

Writing Workshop

Day 1: Intro Writer's Notebook - A place to gather your ideas, plant seeds - show mine, always date

Day 2: Intro Writer's Notebook again with student teacher showing hers, always date

Day 3: Getting Ideas - Heart Lesson by student teacher based on Georgia Heard work.

Day 4: How to Find a Topic -  Take an idea from heart chart and break it into titles and put these ideas on a topic page in back of notebook.

Day 5: How to Find a Topic - Use Write Track, a writing handbook, and read their suggestions.

Day 6: Write Small - Use pie as big idea, divide into parts to find the smaller ideas.

Day 7: Write Small - Second intro again showing pie. Ex. Camp is pie and all the things you do there are the pieces. Write about one piece.

Day 8: Write like Suzy Kline - Description of Drop Of Doom ride shows a way to use details, rewrite an entry you have so it sounds like Suzy Kline, second writing is a RD II.

Day 9: Write like David Adler - Description of Cam doing a jumping jack, you can add details to something you have with an *.  In share time, let's show ways we write like Kline and Adler.

Reading Workshop, The First Two Weeks

Ok, I'm going to organize my thinking by reflecting on the mini-lessons of my first two weeks of school. I use Guiding Readers and Writers by Irene C. Fountas and  Gay Su Pinnell.

Reading

Day 1: How Books Are Organized

Day 2: How Readers Choose Books

Day 3: Making Good Choices

Day 4: Thinking is Reading: text to self, funny, surprising, like, don't like

Day 5: How to Buzz, steps in how to talk with a partner

Day 6: When to Abandon a book

Day 7: Using a Reading Log

Day 8: Review Thinking about Reading Chart and How to Buzz, post it marks a spot to talk

Day 9: Added to Thinking about Reading Chart - Author's Craft as we are noticing the ways authors use details