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Day One
Time Span
8:50 am
8:58 am

8:58 am
9:01 am
9:01 am
9:21 am

What the Teacher is Doing


- Read a morning message for the day. Read
through with the children and ask them to
pick out any errors or misspellings in the
text.
- Go over whole-body listening and crisscross apple sauce
-

Brain Break

Participating in the activity

Explain to the class that we are going to


learn two ways to read a book
Read the The Gruffalo
Ask questions about story while reading

Listening to teacher, sitting appropriately (criss-cross


apple sauce and whole body listening).
Discussing what they notice with their elbow buddy
Sitting quietly

Introduce that we are going to learn Read to


Self
Start creating an I-chart and explain that the
I stands for independence
We learn Read to Self because its fun and
we become better readers!
Go through modelling desirable and
indesirable behaviors
Explain what stamina is
Place students around the room
Play the xylophone to signal that time is up.
Return to the gathering area
Conduct a group check-in

9:21 am
9:30 am

What the Students are Doing


- Listening to teacher, sitting appropriately (criss-cross
apple sauce and whole body listening).
- Contributing to the discussion

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce and whole body
listening
Read the whole time
Stay in one spot
Modelling desirable and indesirable behaviors
Build and practice stamina for 5 minutes

9:30 am
9:45 am

Begin creating book entitled All About My


Summer!
Model story for students
Create idea web

Listening to teacher
Contributing to discussion
Writing and drawing their own picture
describing their summer for 10 minutes

Review the 2 ways to read a book


Review your anchor chart
Check in again, how did it go? Which way
to read a book did they choose?

Listening to teacher
Reviewing expectations and
ways to read a book
Practicing Read to Self

Listening to the teacher


Sitting quietly and appropriately (criss-cross
apple sauce and whole body listening)
Participating in word movements

Introduce Word Wall


Look at the word the for the day. Discuss
the idea of sun, tree, and roots as a way of
modelling the word. .
Introduce the op word family.
Discuss words such as hop, pop, and cop

10:05 am
10:10 am
10:10 am
10:16 am

Brain Break

Participating in the activity

Review Read to Self


Discuss stamina chart

10:16 am
10:21 am

Review what we did today


Mention that we are going to try 5 minutes
of Read to Self again tomorrow

Listening to the teacher


Sitting quietly and appropriately (criss-cross
apple sauce and whole body listening)
Participating in activity
Listening to the teacher
Sitting quietly and appropriately (criss-cross
apple sauce and whole body listening)
Participating in activity

9:45 am
9:55 am

9:55 am
10:05 am

Materials and Resources


- SMART Board
- Brain Break resource
- Chart paper
- Xylophone

Learning Objectives
- Students will establish a sense of classroom community.
- Students will work on kinesthetic movements and participate
in auditory and visual learning
- Students will become more independent, build stamina,

Markers
The Gruffalo by Julia Donaldson
Stamina chart
YouTube

and practice desired behaviors


Students will understand different ways of reading a book
Students will learn new vocabulary and word family
knowledge

Day Two
Time
Span
8:50 am
8:58 am

What the Teacher is Doing


-

Create a morning message for the day.


Read through with the children and ask
them to pick out any errors or
misspellings in the text.

Brain Break

Review Read to Self Expectations


Review the two I-chart behaviors.
Review what stamina is
Review first two ways to read a story
Have students build and practice stamina
Conduct a group check-in

9:21 am
9:30 am

9:30 am
9:40 am

Begin discussing I-PICK Good-Fit


Books.
Use shoe analogy to explain
Read The Very Hungry Caterpillar
Review and model again the 2 ways to
read a book.
Discuss the third way of reading a book
(retelling the story)

8:58 am
9:01 am
9:01 am
9:21 am

What the Students are Doing


- Listening to teacher, sitting appropriately
(criss-cross apple sauce and whole body listening).
- Sitting quietly
- Working on writing while underlining
words they dont know
- Contributing to the discussion
- Participating in the activity
-

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Read the whole time
Stay in one spot
Model desirable and indesirable behaviors
Practice Read to Self for 5 minutes
Listening to the teacher
Participating in activities
Contributing to the discussion
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Contributing to discussion

9:40 am
9:45 am
9:45 am
9:55 am
9:55 am
10:05 am

Ask questions
Brain Break

Make predictions
Participating in the activity

Help children choose books using the IPICK strategy. Send half the class to the
library with the librarian, and keep half in
the classroom.
Discuss the Word Wall and word of the
day which is to
Review the sun, tree, and root idea
Look at the word to for the day. Ask
what about the sun, tree, and roots idea.
Review the op word family.
Discuss new words such as mop, stop,
shop
Monitor students during Read to Self
Check in again, how did it go? Which
way to read a book did they choose?
Review how long our Read to Self
practice was today
Place it on Stamina Chart and review
what stamina means
Mention that we are going to try 5
minutes of Read to Self tomorrow

Choosing books based on


the I-PICK strategy.

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in word movements

Practice Read to Self for 5 minutes

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in activity

10:05 am
10:10
am
10:10 am
10:21
am

Materials and Resources


-

SMART Board
Brain Break resource
Chart paper
Xylophone
Markers
The Very Hungry Caterpillar Eric Carle
Stamina chart
Magazine

Learning Objectives

Students will establish a sense of classroom


community.
Students will work on kinesthetic movements
and participate in auditory and visual learning
Students will become more independent, build stamina,
and practice desired behaviors

5
-

5 pairs of shoes
Clown shoes
Books
Book boxes
YouTube

Students will understand different ways of reading a book


Students will learn new vocabulary and word family
knowledge
Students will learn that we do not pick books
at random; there is a reason and method
to picking books that work well for us.

Day Three
Time Span
8:50 am 8:58 am

8:58 am 9:01 am
9:01 am 9:21 am

9:21 am 9:30 am

What the Teacher is Doing


- Create a morning message for the day.
Read through with the children and ask
them to pick out any errors or
misspellings in the text
- Brain Break
- Review Read to Self Expectations
- Review the two I-chart behaviors.
- Review what stamina is
- Review first two ways to read a story
- Have students build and practice stamina
Conduct a group check-in
- Begin writing a passage to discuss Workon-Writing
- Show students how to underline words
they dont know
- Show students how to stretch out words
for sounds
- Students can write about anything that
happened yesterday, or over the summer,
and they are to underline words they are
unsure of

What the Students are Doing


- Listening to teacher, sitting appropriately (criss-cross apple
sauce and whole body listening).
- Contributing to the discussion
-

Participating in the activity


Listening to the teacher
Remaining quiet
Sitting criss-cross apple sauce and whole body listening
Read the whole time
Stay in one spot

Listening to teacher, sitting appropriately (criss-cross apple


sauce and whole body listening).
Sitting quietly
Working on writing while
underlining words they dont know
Contributing to the discussion
Write for 3 minutes

9:30 am 9:40 am

9:40 am 9:45 am

9:45 am 9:55 am

9:55 am 10:05 am

10:05 am 10:16
am

After 3 minutes, come back and review


how it went
Introduce two other desirable behaviors:
Get started right away, and work on
stamina
State that they will try Read to Self again
Check in again, how did it go? Which
way to read a book did they choose?
Where did they sit?
Brain Break

Reading quietly
Reading the whole time
Getting started right away
Working on stamina
Contributing to discussion
Read to Self for 6 minutes

Participating in the activity

Discuss that children will have a writing


notebook that they will write in each time
they write in class.
Explain that we will be writing each day
in school and that they will be keeping
their writing in their writers notebook
Send students to write for 2 minutes
For 3 minutes, allow children to write
their name on their notebooks, and to
think of a picture (or magazine picture)
they would like to bring from home to
place on their writing notebook
Look at the word and for the day. Ask
about the sun, tree, and roots idea.
Have a child demonstrate this with the
word to from yesterdays class
Work on body movements with the word
of the day, and (tree, tree, and then sun)
Review the op word family.

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Writing for 2 minutes
Choosing a picture to place
on the front of their writing notebooks

Read Busing Brewster


Ask questions and ask children to make
connections to text

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in word movements

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce

10:16 am 10:21
am

Mention that we are going to 5 minutes


and 6 minutes of Read to Self tomorrow
Place time on Stamina Chart

Materials and Resources


-

SMART Board
Brain Break resource
Chart paper
Xylophone
Markers
Stamina chart
Spiral notebooks
Pencils
Timer
YouTube
Busing Brewster by Richard Michelson

and whole body listening)


Contributing to discussion
Make predictions
Make connections to the text
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in activity

Learning Objectives

Students will establish a sense of classroom community.


Students will work on kinesthetic movements
and participate in auditory and visual learning
Students will become more independent,
build stamina, and practice desired behaviors
Students will understand different ways of reading a book
Students will learn new vocabulary and word family knowledge
Students will learn techniques they can use
while writing, and can begin writing on
something that they feel is pertinent to them.
Students will learn that a writing notebook
has great potential to assist them in their writing

Day Four
Time
Span
8:50 am
8:58 am

8:58 am
9:01 am
9:01 am
9:21 am

9:21 am
9:30 am

What the Teacher is Doing


-

Create a morning message for the


day. Read through with the children
and ask them to pick out any errors
or misspellings in the text

Listening to teacher, sitting appropriately


(criss-cross apple sauce
and whole body listening).
Contributing to the discussion

Brain Break

Participating in the activity

Review Read to Self Expectations


Review the two I-chart behaviors.
Review what stamina is
Review first two ways to read a story
Have students build and practice
stamina.
Conduct a group check-in
Choose What to Write About Lesson
discuss think-abouts and how we
write about idea that are in our heads
Establish a What to Write About
Page
Model an example to the class

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Read the whole time
Stay in one spot

Monitor students during Read to Self


Check in again, how did it go?
Which way to read a book did they
choose?
Where did they sit?

9:30 am
9:40 am

What the Students are Doing

Write potential ideas that you


could write about in the future
Listening to the teacher
Participating n activities
Contributing to the discussion
Write for 2 minutes on whatever
is on their mind
Reading quietly
Reading the whole time
Getting started right away
Working on stamina
Contributing to discussion
Practice Read to Self for 6 minutes

9:40 am
9:45 am
9:45 am
9:55 am

Brain Break

Participating in the activity

Monitor students while they work on


a writing piece with one of their
ideas
Monitor students while they decorate
their notebook covers

Look at the word he for the day.


Ask about the sun, tree, and roots
concept.
Have a child demonstrate this with
the word and from yesterdays
class
Work on body movements with the
word of the day, he (sun and then
tree)
Introduce the it family. Do body
movements with it
Discuss the following it words: fit,
sit, and kit
Read Children Make Terrible Pets
Go for a picture walk and ask
questions about what is happening in
the story

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Writing about one of their ideas for 2 minutes
Choosing a picture to place on the
front of their writing notebooks
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in word movements

9:55 am
10:05 am

10:05 am
10:10
am

10:10 am
10:16
am

Review how long our Read to Self


practice was today
Place it on Stamina Chart

10:16 am

Review what we did today

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in discussion
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in activity
Listening to the teacher

10

10:21
am

Mention that we are going to try 5


minutes of Read to Self again, and
then 6 minutes of Read to Self again

Materials and Resources


-

SMART Board
Brain Break resource
Chart paper
Xylophone
Markers
Stamina chart
Spiral notebooks
Pencils
Timer
YouTube
Children Make Terrible Pets Peter Brown

Sitting quietly and appropriately


(criss-cross apple sauce
and whole body listening)
Participating in activity
Learning Objectives

Students will establish a sense of classroom community.


Students will work on kinesthetic movements
and participate in auditory and visual learning
Students will become more independent,
build stamina, and practice desired behaviors
Students will understand different ways of reading a book
Students will learn new vocabulary and word family knowledge
Students will learn techniques they can use
while writing, and can begin writing on something
that they feel is pertinent to them.
Students will learn that a writing notebook
has great potential to assist them in their writing

11

Day Five
Time Span
8:50 am
8:58 am
8:58 am
9:01 am
9:01 am
9:21 am

What the Teacher is Doing


- Create a morning message for the
day. Read through with the children
and ask them to pick out any errors
or misspellings in the text.
- Brain Break
-

9:21 am
9:40 am

9:40 am
9:50 am

9:50 am
10:00 am

What the Students are Doing


- Listening to teacher, sitting appropriately
(criss-cross apple sauce
and whole body listening).
- Contributing to the discussion
- Participating in the activity

Review Read to Self Expectations


Review all I-chart behaviors.
Review what stamina is
Review first two ways to read a story
Have students build and practice
stamina
Conduct a group check-in

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Read the whole time
Stay in one spot
Practice Read to Self for 5 minutes
Work on reading stamina

Go to school library and sit with the


students as the librarian reads them a
story.
Assist the children if need be in
picking new I-PICK books
Monitor students during a second
Read to Self for 6 minutes
Check in again, how did it go?
Which way to read a book did they
choose?
Where did they sit?
State that the students will try
writing using some of the ideas they
wrote down earlier in their notebook
Monitor students as they write for 4

Listening to the librarian


Contributing to the discussion
Picking out new books

Reading quietly
Reading the whole time
Getting started right away
Working on stamina
Contributing to discussion
Practice Read to Self for 6 minutes
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)

12

10:00 am
10:10 am

10:10 am
10:16 am

10:16 am
10:21 am

minutes
Facilitate discussion of writing ideas

Look at the word a for the day. Ask


about the sun, tree, and roots
concept.
Have a child demonstrate this with
the word he from yesterdays class
Work on body movements with the
word of the day, a (sun)
Review fit, sit, and kit. Do body
movements with them
Review how long our Read to Self
practice was today
Place it on Stamina Chart

Mention that we are going to try 5


minutes of Read to Self again, and
then 7 minutes of Read to Self

Materials and Resources


-

SMART Board
Brain Break resource
Chart paper
Xylophone
Markers
Stamina chart
Spiral notebooks
Pencils
Timer
YouTube

Writing for 4 minutes


Choosing a picture to place on the
front of their writing notebooks
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in word movements

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in activity
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in activity
Learning Objectives

Students will establish a sense of classroom community.


Students will work on kinesthetic movements
and participate in auditory and visual learning
Students will become more independent,
build stamina, and practice desired behavior
Students will understand different
ways of reading a book
Students will learn new vocabulary

13

and word family knowledge


Students will learn techniques they can use
while writing, and can begin writing on
something that they feel is pertinent to them.
Students will learn that a writing notebook
has great potential to assist them in their writing

14

Day Six
Time Span
8:50 am
8:58 am

8:58 am
9:01 am
9:01 am
9:21 am

What the Teacher is Doing


- Create a morning message for
the day. Read through with the
children and ask them to pick
out any errors or misspellings in
the text.

Brain Break

Review Read to Self


Expectations
Review the three I-chart
behaviors.
Review what stamina is
Review first two ways to read a
story
Have students build and practice
stamina
Conduct a group check-in
Introduce School: All About
our First Week! Activity
Explain to students that they will
be drawing pictures and writing
short sentences describing their
first week of school.
Model a page
Compile sheets into one book
for the classroom
Monitor students during Read to
Self

9:21 am
9:40 am

9:40 am
9:50 am

What the Students are Doing


- Listening to teacher, sitting appropriately
(criss-cross apple sauce
and whole body listening).
- Sitting quietly
- Working on writing while underlining
words they dont know
- Contributing to the discussion
- Participating in the activity
-

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Read the whole time
Stay in one spot
Reading for 5 minutes/work on reading stamina

Listening to the teacher


Contributing to the discussion
Drawing a picture for the book
Writing a short sentence for the book

Reading quietly
Reading the whole time

15

9:50 am
10:05 am

10:05 am
10:15 am

10:15 am
10:21 am

Check in again, how did it go?


Which way to read a book did
they choose?
Where did they sit?
Read The Day the Crayons Quit
Ask students questions about
events in the story
Look at the word you for the
day. Ask about the sun, tree, and
roots concept.
Have a child demonstrate this
with the word a from Fridays
class
Work on body movements with
the word of the day, you
(roots, tree, and tree)
Discuss new -it words: quit,
pit, and sit. Do body movements
with it
Review how long our Read to
Self practice was today
Place it on Stamina Chart
Mention that we will try for 7
minutes tomorrow

Materials and Resources


-

SMART Board
Brain Break resource
Chart paper
Xylophone

Getting started right away


Working on stamina
Contributing to discussion
Reading for 7 minutes
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Contributing to discussion and making predictions
Listening to the teacher
Sitting quietly and
(criss-cross apple sauce
and whole body listening)
Participating in word movements

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in activity
Learning Objectives

- Timer
- Coloured paper
- Colored pencils
- YouTube

Students will establish a sense of classroom community


and support others
Students will work on kinesthetic movements
and participate in auditory and visual learning

16
-

Markers
Stamina chart
Spiral notebooks
Pencils
The Day the Crayons Quit Drew Daywalt

Students will become independent, build stamina,


and practice desired behavior
Students will understand different ways of reading a book
Students will learn new vocabulary and word family knowledge
Students will learn techniques they can use while writing,
can begin writing on something that they feel is pertinent to them

17

Day Seven
Time
Span
8:50 am
8:58 am

What the Teacher is Doing


-

8:58 am
9:01 am
9:01 am
9:21 am

9:21 am
9:40 am

9:40 am
9:50 am

What the Students are Doing

Create a morning message for the day.


Read through with the children and ask
them to pick out any errors or
misspellings in the text.
Pick Special Helper to identify
scrambled words that are hidden in the
morning message.
Brain Break

Review Read to Self Expectations


Review the three I-chart behaviors.
Review what stamina is
Review first two ways to read a story
Have students build and practice
stamina
Conduct a group check-in
Explain how to create Youre the
Special Helper books!
Help students brainstorm positive words
about the Special Helper
Gives students sheet to write and draw a
picture about Special Helper
Give Special Helper sheet for title page
Monitor students during Read to Self
Check in again, how did it go? Which
way to read a book did they choose?
Where did they sit?

Listening to teacher, sitting appropriately


(criss-cross apple sauce
and whole body listening).
Sitting quietly
Working on writing while underlining
words they dont know
Contributing to the discussion
Participating in the activity

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Read the whole time
Stay in one spot

Listening to the teacher


Contributing to the discussion
Drawing a picture for the Special Helper
Writing a short sentence for the Special Helper
Special Helper will work on title page

Practice Read to Self for 8 minutes


Reading quietly
Reading the whole time
Getting started right away
Working on stamina
Contributing to discussion

18

9:50 am
10:00 am

10:00 am
10:10
am

10:10 am
10:16
am

10:16 am
10:21
am

Have students write in their notebook


using an idea on their What to Write
About Page
Facilitate discussion on what the
children wrote about

Look at the word in for the day. Ask


about the sun, tree, and roots concept.
Have a child demonstrate this with the
word you from Mondays class
Work on body movements with the
word of the day, in (tree and tree)
Discuss the at family: bat, cat, sat.
Do body movements with -at

Read The Stray Dog


Ask questions about events in the story

Mention that we are to aim for 9


minutes tomorrow for Read to Self
Review how long our Read to Self
practice was today
Place it on Stamina Chart

Materials and Resources


-

SMART Board
Brain Break resource
Chart paper
Xylophone
Markers
Stamina chart
Spiral notebooks

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Writing for 4 minutes
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in word movements

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Contributing to discussion and make predictions
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in activity
Learning Objectives

- Timer
- Coloured paper
- Colored pencils
- YouTube

Students will establish a sense of classroom community


and support others
Students will work on kinesthetic movements
and participate in auditory and visual learning
Students will become more independent, build stamina,
and practice desired behavior
Students will understand different ways of reading a book

19
-

Pencils
The Stray Dog by Marc Simont

Students will learn new vocabulary and word family knowledge


Students will learn techniques they can use
while writing, and can begin writing on something
that they feel is pertinent to them

20

Day Eight
Time Span

What the Teacher is Doing

What the Students are Doing

8:50 am
8:58 am

- Create a morning message for the day. Read through


with the children and ask them to pick out any errors
or misspellings in the text.
- Pick Special Helper to identify scrambled words that
are hidden in the morning message.

- Listening to teacher, sitting appropriately


criss-cross apple sauce and
whole body listening).
- Sitting quietly
- Working on writing while underlining
words they dont know
- Contributing to the discussion
- Participating in the activity

8:58 am
9:01 am
9:01 am
9:21 am

9:21 am
9:40 am

Brain Break

Review Read to Self Expectations


Review the three I-chart behaviors.
Review what stamina is
Review first two ways to read a story
Have students build and practice stamina
Conduct a group check-in
Mention that we will try 10 minutes tomorrow
Help students brainstorm positive words about
the Special Helper
Gives students sheet to write and draw a
picture about Special Helper
Give Special Helper sheet for title page
Introduce Show and Tell
Model an object from home for Show and
Tell.
Create an idea web on the SMART Board for
what students could bring, and they can say
about their items
State that students can bring in items for Friday
Begin to launch Work on Writing
Ask students why we write (purpose and

9:40 am
9:50 am

9:50 am
10:05 am

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Read the whole time
Stay in one spot
Reading for 9 minutes/working on reading stamina
Listening to the teacher
Contributing to the discussion
Drawing a picture for the Special Helper
Writing a short sentence for the Special Helper
Special Helper will work on title page
Sitting appropriately (whole body listening
and criss-cross apple sauce)
Contributing to the discussion

Listening to the teacher


Remaining quiet

21

10:05 am
10:13 am

10:13 am
10:21 am

urgency)
Explain that we become better writers
Record and discuss I-Chart
Conduct a group check-in

Look at the word of for the day. Ask about


the sun, tree, and roots concept
Have a child demonstrate this with the word
in from Tuesdays class (tree and tree)
Work on body movements with the word of the
day, of (tree and sun)
Discuss the at family: mat, that, chat.
Do body movements with these words
Read Swimmy
Ask students questions about events in the
story

Materials and Resources


-

SMART Board
Brain Break resource
Chart paper
Xylophone
Markers
Stamina chart
Spiral notebooks

Sitting criss-cross apple sauce


and whole body listening
Write the whole time
Stay in one spot
Work quietly
Getting started right away
Work on writing stamina
Contributing to discussion
Modelling desirable and indesirable behaviors
Writing for 5 minutes
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in word movements

Listening to the teacher


Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Contributing to discussion
and making predictions

Learning Objectives
- Timer
- Coloured paper
- Colored pencils
- YouTube

Students will establish a sense of classroom community


and support others
Students will work on kinesthetic movements and participate
in auditory and visual learning
Students will become more independent, build stamina,
and practice desired behavior
Students will understand different ways of reading a book

22
-

Pencils
Swimmy by Leo Lionni

Students will learn new vocabulary and word family knowledge


Students will learn techniques they can use while writing,
and can begin writing on something that
they feel is pertinent to them

Day Nine
Time
Span
8:50
am
8:58
am

What the Teacher is Doing


-

8:58
am
9:01
am
9:01
am
9:21
am

9:21
am
9:40
am

What the Students are Doing

Create a morning message for the day. Read


through with the children and ask them to
pick out any errors or misspellings in the
text.
Pick Special Helper to identify scrambled
words that are hidden in the morning
message.
Brain Break

Review Read to Self Expectations


Review the three I-chart behaviors.
Review what stamina is
Review first two ways to read a story
Have students build and practice stamina
Conduct a group check-in
Mention that we will try 11 minutes
tomorrow
Help students brainstorm positive words
about the Special Helper
Gives students sheet to write and draw a
picture about Special Helper
Give Special Helper sheet for title page

Listening to teacher, sitting appropriately


(criss-cross apple sauce
and whole body listening).
Sitting quietly
Working on writing while underlining
words they dont know
Contributing to the discussion
Participating in the activity

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Read the whole time
Stay in one spot
Reading for 10 minutes/working
on reading stamina
Listening to the teacher
Contributing to the discussion
Drawing a picture for the Special Helper
Writing a short sentence for the Special Helper
Special Helper will work on title page

23

9:40
am
9:55
am

9:55
am
10:05
am

10:05
am
10:15
am

10:18
am
10:21
am

Review Work on Writing I-Chart


Ask the children why we write
Conduct a group check-in
Facilitate discussion on what the children
wrote about during their writing time

Look at the word it for the day. Ask about


the sun, tree, and roots concept
Ask a child to demonstrate this with the
word of from Wednesdays class (tree and
sun)
Work on body movements with the word of
the day, it (tree and sun)
Introduce the ad family with words had,
sad, glad. Do body movements with these
words
Read Dont Let the Pigeon Drive the Bus!
Ask students questions about events in the
story

Mention that we are going to try 11 minutes


of Read to Self tomorrow
Review how long our Read to Self practice
was today and place it on stamina chart

Materials and Resources


-

SMART Board

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Write the whole time
Stay in one spot
Work quietly
Getting started right away
Work on writing stamina
Contributing to discussion
Listening to the teacher
Sitting quietly and appropriately (criss-cross apple sauce and whole
body listening)
Participating in word movements

Listening to the teacher


Sitting quietly and appropriately (criss-cross apple sauce and whole
body listening)
Contributing to discussion
Making predictions about text
Listening to the teacher
Sitting quietly and appropriately (criss-cross apple sauce and whole
body listening)
Participating in activity

Learning Objectives
- Timer

Students will establish a sense of classroom community

24
-

Brain Break resource


- Coloured paper
Chart paper
- Colored pencils
Xylophone
- YouTube
Markers
Stamina chart
Spiral notebooks
Pencils
Dont Let the Pigeon Drive the Bus! by Mo Willems

and support others


Students will work on kinesthetic movements
and participate in auditory and visual learning
Students will become independent, build stamina,
and practice desired behavior
Students will understand different ways of reading a book
Students will learn new vocabulary
and word family knowledge
Students will learn techniques they can use
while writing, and can begin writing on
something that they feel is pertinent to them

Day Ten
Time Span
8:50 am
8:58 am

8:58 am
9:01 am
9:01 am
9:21 am

What the Teacher is Doing


- Create a morning message for the
day. Read through with the children
and ask them to pick out any errors
or misspellings in the text.
- Pick Special Helper to identify
scrambled words that are hidden in
the morning message.
- Brain Break
-

9:21 am
9:40 am

What the Students are Doing


- Listening to teacher, sitting appropriately
(criss-cross apple sauce
and whole body listening).
- Sitting quietly
- Working on writing while underlining
words they dont know
- Contributing to the discussion
- Participating in the activity

Review Read to Self expectations if


necessary
Let students know that they will be
aiming for 11 minutes today
Try conferencing with students
Conduct a group check-in

Help students brainstorm positive


words about the Special Helper

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Read the whole time
Stay in one spot
Reading for 11 minutes/working
on reading stamina
Listening to the teacher
Contributing to the discussion

25

9:40 am
9:55 am

9:55 am
10:05 am

10:05 am
10:21 am

Gives students sheet to write and


draw a picture about Special Helper
Give Special Helper sheet for title
page

Drawing a picture for the Special Helper


Writing a short sentence for the Special Helper
Special Helper will work on title page

Review Work on Writing I-Chart


Conduct a group check-in

Listening to the teacher


Remaining quiet
Sitting criss-cross apple sauce
and whole body listening
Write the whole time
Stay in one spot
Work quietly
Getting started right away
Writing for 5 minutes/work on writing stamina
Contributing to discussion
Listening to the teacher
Sitting quietly and appropriately
(criss-cross apple sauce
and whole body listening)
Participating in word movements

Look at the word was for the day.


Ask about the sun, tree, and roots
concept
Have a child demonstrate this with
the word it from Thursdays class
(tree and sun)
Work on body movements with the
word of the day, was (tree, tree,
and tree)
Introduce the all family with the
words ball, call, tall. Do body
movements with these words
Invite children, if some are ready, to
share their show and tell object
If no students are ready, read a book
during this time.

Listening to the teacher and presenters


Sitting quietly and appropriately
(criss-cross apple sauce
whole body listening)
Contributing to discussion

26

Materials and Resources


-

SMART Board
Brain Break resource
Chart paper
Xylophone
Markers
Stamina chart
Spiral notebooks
Pencils

Learning Objectives
- Timer
- Coloured paper
- Colored pencils

Students will establish a sense of classroom community


and support others
Students will work on kinesthetic movements and
participate in auditory and visual learning
Students will become more independent, build stamina,
and practice desired behavior
Students will understand different ways of reading a book
Students will learn new vocabulary and
word family knowledge
Students will learn techniques they can use
while writing, and can begin writing on something
that they feel is pertinent to them

27

Appendix A
Brain Breaks!
Brain Breaks for Day One:
1) What Does the Fox Say? Just Dance 4:
https://www.youtube.com/watch?v=VwYKqlz59lo
2) What do the Letters Say? (Fox Parody):
https://www.youtube.com/watch?v=WtbL3byFa18&spfreload=10

Brain Breaks for Day Two:


1.) Stretching Song:
https://www.youtube.com/watch?v=EpdkqVIsNPY
2.) One Direction Just Dance 4:
https://www.youtube.com/watch?v=4WD01RMtloI

Brain Breaks for Day Three:


1.) Jumping Jack Song:
https://www.youtube.com/watch?v=X1HcbcW_Cfs
2.) The Sid Shuffle:
https://www.youtube.com/watch?v=uMuJxd2Gpxo

Brain Breaks for Day Four:


1.) Autumn Songs for Children Scarecrow Song:
https://www.youtube.com/watch?v=geFvOfBQNbE

Brain Breaks for Day Five:


1.) Mario Dance Video:
https://www.youtube.com/watch?v=39L-M5nhx6Y

28

Brain Breaks for Day Six:


1.) Get the Sillies Out (can go through this twice as it is a shorter video):
https://www.youtube.com/watch?v=m2lJTVGq-kI

Brain Breaks for Day Seven:


1.) Cha Cha Slide:
https://www.youtube.com/watch?v=qSHxl9dhM8s

Brain Breaks for Day Eight:


1.) Ding Dong Song:
https://www.youtube.com/watch?v=5fju_XcUhqo

Brain Breaks for Day Nine:


1.) If Youre a Kid Instructional Video:
https://www.youtube.com/watch?v=Qr9ge4XGUYs

Brain Breaks for Day Ten:


1.) Respect Rap:
https://www.youtube.com/watch?v=iGuT9-_Y5J4

29

Explanations of Techniques
1.) Whole Body Listening: Hands still, mouth quiet, ears listening
2.) Criss-Cross Apple Sauce: Sitting still and cross-legged on the floor
3.) Sun, tree, and roots concept: t would be a sun (stretching hands in the air), e would be a tree (extending arms horizontally), and
j would be roots (stretching arms towards the floor)

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