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Structure Day 1 Reading Workshop 8:00-8:10

Teacher Role

Student Role

Community Meeting

Build the collaboration and cooperation necessary for the day I will walk around quietly conferencing with students and assessing their reading

Express concerns or misconceptions

8:10-8:40

Independent Reading/Conferencing

Students read quietly and write down important aspects of their reading in their reading notebook Students volunteer to share their book experience and any interesting information they have learned

8:40-8:50

Group Share/Evaluation

Facilitate group discussion, scaffolding with questions about the students reading

Language/Word Study 8:50-9:00

Current Events

Model appropriate listening skills while students are presenting

9:00-9:10

Poetry Reading

I will model appropriate listening, while assessing the students sharing.

Two or three students present current events that were finished for homework Students will share poems and listen to their fellow classmates

Writing Workshop 9:10-9:20

Minilesson

Provide explicit teaching that has an impact on the students way of learning

Participate in large group minilesson and apply new knowledge to individual

9:20-9:22

Status of the Class

Record the status of each student I will walk around quietly conferencing with students and assessing their writing Will facilitate discussion about the students writing and assess strengths and weaknesses

9:22-9:50

Independent Writing/Conferring

writing Announce what they are working on currently Students write, revise and publish their work

9:50-10:00

Group Share/Evaluation

Students will volunteer to read their writing and express their concerns

Day 2 Reading Workshop 8:00-8:10

Community Meeting

8:10-8:25

Book Club

8:25-8:50

8:50-9:00

Share with each other their feelings of the book and decide on how much they are to read for the next book club Guided Reading Lesson Provide explicit Listen/participate teaching through in instruction, introduction of text, read designated observing/conferring text, and become with students during more aware of reading, teaching reading process points after reading, and actively and word work participate in instruction after reading Evaluation Asses students Show their understanding of the understanding of lesson the lesson through oral or written representation

Build the collaboration and cooperation necessary for the day Facilitate discussion between students and walk around groups to assess task

Express concerns or misconceptions

Writing Worshop 9:00-9:10

Minilesson

Provide explicit teaching that has an impact on the students way of learning Provide explicit teaching through lessons focused on the specific needs of individuals and conferring with individuals within a small group

9:10-9:35

Guided Writing

9:35-9:40

Partner Edit

Facilitate partner editing with sample questions and conferencing with students

Participate in large group minilesson and apply new knowledge to individual Participate in group lesson, apply new knowledge to individual pieces of writing, select a topic, write, confer with teacher, share writing, publish Students share their writing, give their partners suggestions, and confer with teacher

Language/Word Study 9:40-9:50

Interactive Read-Aloud

9:50-10:00

Interactive Edit

Read book to students and pause at significant points inviting brief discussion Demonstrate the process of editing using a short paragraph

Listen and participate in the discussion

Students actively participate and express misconceptions