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PRACTICE BUILDING STAMINA FOR READ TO SELF

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STUDENTS WORK ON WRITING A LEAD WITH DIALOGUE

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STUDENTS WORK ON WRITING A LEAD WITH DIALOGUE

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3 Groups of Guided reading/ Responses in October Journal
GARDENING

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Gardening Class with Mrs. Johnston  10:10 -10: 50

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Gardening Class with Mrs. Johnston  10:10 -10: 50

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December Holiday Books

Santa, Snowmen, and Special Traditions

Fun holiday read alouds and resource sets to keep your students engaged throughout the month of December.

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Start Planning with The Resource Wizard This fun planning tool makes it easy for you use your favorite children's books for literacy instruction. You can plan for several weeks of instruction in just a few minutes Check Out the Resource Wizard

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Though Daily 5 is a flexible framework, certain elements are essential to its integrity and success. These elements fit into four stages: Understand, Prepare, Teach, and Support. The self-assessment is not intended to be used for evaluative purposes, but as a tool to help you assess your knowledge and application of each element and its supporting behaviors.

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BUS 14 and Bus 17

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Students color and write from the LUNCH BOX following their lunch while in the cafeteria

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Students color and write from the LUNCH BOX following their lunch while in the cafeteria

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Use Heidi's Guided Reading Format for Groups

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Use Heidi's Guided Reading Format for Groups

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COMPLETE LUNCH COUNT AND BREAKFAST COUNT   DO ATTENDANCE

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COMPLETE LUNCH COUNT AND BREAKFAST COUNT   DO ATTENDANCE

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RECORD THE CLASSROOM VISION AND BRAINSTORM THE CODE OF COOPERATION USING MR-1

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RECORD THE CLASSROOM VISION AND BRAINSTORM THE CODE OF COOPERATION USING MR-1

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GARDENING CLASS               For 6 weeks 10:10  -10:55  Gardening Section  TODAY IS THE LAST SESSION

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GARDENING CLASS               For 6 weeks 10:10  -10:55  Gardening Section  TODAY IS THE LAST SESSION

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INTERACTIVE READ ALOUD GOLDILOCKS RETURNS 

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INTERACTIVE READ ALOUD GOLDILOCKS RETURNS 

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LAB REPORT  QUESTION HYPOTHESIS,PLAN, RESULTSin

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LAB REPORT  QUESTION HYPOTHESIS,PLAN, RESULTSin

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 CIRCLE OF MONTHS TO BEGIN RECORDING PAIR PARTNERS   or  USE STICKS WITH PAIRS on each

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 CIRCLE OF MONTHS TO BEGIN RECORDING PAIR PARTNERS   or  USE STICKS WITH PAIRS on each

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Done Tuesday

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Reteach one ten equals ten ones to the more challenged group

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Reteach one ten equals ten ones to the more challenged group

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National Go Math 2015 Interactive Student Edition, Gr2

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Wrap up Lesson 1.4 and have the Students complete the Lesson Check Up   Work with a small group     Hane the higher group complete skip jumping by two and threes on the hundreds chart coloring in blues for twos and reds for threes working in a group.

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Wrap up Lesson 1.4 and have the Students complete the Lesson Check Up   Work with a small group     Hane the higher group complete skip jumping by two and threes on the hundreds chart coloring in blues for twos and reds for threes working in a group.

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Discuss the Day/ Gather  Backpacks into Classroom

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Discuss the Day/ Gather  Backpacks into Classroom

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MRS. TOOTHAKER will take Title One Students for Math between 11-11:30

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MRS. TOOTHAKER will take Title One Students for Math between 11-11:30

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Looking for a super fun way to master Dolch sight words? Try ABCya’s Dolch Sight Word Bingo! Select a word group and try getting BINGO by recognizing the correct sight word. Can you collect all 20 Bingo Bugs?

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FIREFLY PAGE 45 and 46, and 47 and 48  Model the Activity

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FIREFLY PAGE 45 and 46, and 47 and 48  Model the Activity

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Online Student Resources - Seattle Public Schools

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Open-and-go lessons that inspire kids to love science.

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Standards-aligned science lessons - Cover core standards in 1-2 hours of science per week.

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Discuss Wants and Needs Goods and Services to prepare for THE COMMON GROUND FAIR

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Discuss Wants and Needs Goods and Services to prepare for THE COMMON GROUND FAIR

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1:15 -1:30 Conference with individual Student (2)

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1:15 -1:30 Conference with individual Student (2)

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Sharing and Interests Individual Conference during Silent reading time 

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Under Comprehension on the CAFÉ menu, I teach predict what will happen; use text to confirm early in the year. Teaching students to predict is something that students catch on to very fast. I find that they sometimes begin to use the strategy too much... every time I read a page of a story someone raises their hand to share their prediction. Although making predictions may be easy, teaching primary students to confirm predictions based on the text becomes a little trickier. We must teach students to look back to see if the prediction was true, partially true, or way off.

"Based on what you have read, what do you think will happen next?"

"What from the story helped you make that prediction?"

"What from the story tells you your prediction is true/partially true/way off?"

Model this strategy during your interactive read-aloud. Tell students your predictions and what from the text helped you make that prediction. After reading a little more, return to your prediction to decide if your prediction was true, partially true, or way off.

After modeling how to predict, have students work in pairs. Ask one partner to look at the text and predict what will happen. The partners then read the text together. The second partner finds places in the selection that can prove whether the prediction was true, partially true, or way off.

Here is a lesson where the students make predictions through their illustrations.

This is examples on how to teach predictions from the book, Reading With Meaning.

This website teaches students to use predictions as a pre-reading strategy.

Miller, D. (2002). Reading with meaning . Portland, ME: Stenhouse Publishers.

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Under Comprehension on the CAFÉ menu, I teach predict what will happen; use text to confirm early in the year. Teaching students to predict is something that students catch on to very fast. I find that they sometimes begin to use the strategy too much...