Lesson plans for August/September - Establishing procedures for D5 and Genre Study Mini Lessons taken from: D5=Daily 5 GR=Growing Readers RWM=Reading with Meaning Note: These lesson plans do not include Work on Writing or Word Work because I do these separately from the rest of the Daily 5 components. I am doing Read to Self, Read to Someone, and Listen to Reading in a “Readers Workshop” format during the 2nd ? of my 2 hour Literacy Block. Times are approximate – this is how long I want to spend on each section of Readers Workshop but during stamina building weeks this will be flexible. Week 1: Day 1 Day 2 Day 3 Day 4 Day 5 Mini Begin chart - 3 ways Review 1stLesson to read a book (D5) 2 ways to Review 3 ways to Review 3 ways to Review 3 ways to read a book and read a book (D5) read a book (D5) read a book (D5) rd10 1.Read the pictures add 3 way to chart minutes (D5) Read aloud another Read aloud another Read aloud another GR p.89 – Strong familiar tale to model familiar tale to familiar tale to readers read the 3. Retell a story – 3 ways – ask model 3 ways – ask model 3 ways – ask pictures model and ask students to help students to help students to help students to help w/retell w/retell w/retell Model w/wordless w/familiar stories books (i.e. A Boy, A (use fairy tales, etc) Review FACE board Review and add to Review and add to Dog, and A Frog or strategies Read to Self I-Chart Read to Self I-Chart Owly graphic novels) Review FACE board (D5) (D5) as well as books with and add strategy Read aloud – Aunt words under Chip and the Great Model Model comprehension – Triple Creek Dam correct/incorrect correct/incorrect Introduce FACE board Retell the story Affair ways to read ways to read – add first strategy under accuracy – Use Review and add to GR p.62 – Strong RWM p.30 – Where GR p.88 – Learners the pictures Read to Self I-Chart readers take care of readers read stay focused, (D5) books and protect Readers don’t Introduce book their reading time Read aloud - The interrupt reading boxes/bags (Book Read aloud – The Best Place to Read conferences bags pre-stocked with Best Time to Read Review and add to sight word, phonics, Read to Self I-Chart Students select Create chart: Real wordless, and favorite GR p.61 – Strong (D5) their own spots Reading vs. Fake character books) Readers read every today Reading (example day Model in Spaces and Read aloud – What correct/incorrect Places, p.75) Happened to Marion’s Model ways to read Book? correct/incorrect Assess with sorting ways to read activity? Students GR p.79 – Readers make their own – take care of books cut/glue? Reading and the classroom grade? library Introduce Read to Self and begin I-chart (D5) Model correct/incorrect ways to read

Readers Students practice Students practice Students practice Students practice Students practice Workshop Read to Self and build Read to Self and Read to Self and Read to Self and Read to Self and

stamina build stamina build stamina build stamina build stamina 20 minutes Mini Review and add to Read aloud – Read aloud: A Quiet Read aloud – If RWM p.32 – Lesson Read to Self I-chart Reading Makes You Place Everybody Did Establishing Feel Good workshop and 10 Review and add to 3 GR p.87 – Noise GR p.87/88 – Be classroom minutes Ways to Read chart: Review and add to levels that are good considerate of other procedures Read to Self I-chart for all readers, Kind readers, Move 2. Read the words reminders for noisy smoothly and Review and add to RWM p.31 – WHY? or distracting quickly Read to Self I-chart Model w/Read Aloud do readers do these behavior – Wolf! things? Review and add to Model Review and add to Read to Self I-chart correct/incorrect GR p.89 – Strong Model Read to Self I-chart ways to read readers read the story correct/incorrect Model ways to read Model correct/incorrect RWM p.30 – What correct/incorrect ways to read readers do ways to read Model correct/incorrect ways to read Readers Students practice Students practice Students practice Students practice Students practice Workshop Read to Self and build Read to Self and Read to Self and Read to Self and Read to Self and stamina build stamina build stamina build stamina build stamina 20 minutes Sharing Review I-chart and Review I-chart and Review I-chart and Review I-chart and Review I-chart and celebrate growth celebrate growth celebrate growth celebrate growth celebrate growth 5 minutes Week 2: Day 1 Day 2 Day 3 Day 4 Day 5 Mini Review 3 ways to read Review 3 ways to Review 3 ways to Review 3 ways to Review 3 ways to Lesson a book and Read to read a book and read a book and read a book and read a book and Self I-Chart (D5) Read to Self I-Chart Read to Self I-Chart Read to Self I-Chart Read to Self I-Chart 10 (D5) (D5) (D5) (D5) minutes (Restock book bags this week with at least Continue genre Continue genre Continue genre Continue genre 1 book from each study - Types of study - Types of study - Types of study - Types of genre.) Non-Fiction – Non-Fiction – Fiction – Fantasy – Fiction – Realistic Biography/ Informational – read read aloud a short Fiction – read aloud Begin genre study – Autobiography – aloud a short example and add to a short example and Fiction vs. Non-Fiction read aloud a short example and add to chart? add to chart? – make a chart example and add to chart? together about chart? Students identify a Students identify a characteristics? Students identify a book from their bag book from their bag Students categorize Students identify a book from their bag that fits this genre that fits this genre books from their book book from their bag that fits this genre bags into two piles that fits this genre Students use this Students use this Students use this book for Read to book for Read to Make large chart Students use this book for Read to Self - demonstrate Self - demonstrate and/or small student book for Read to Self Self - demonstrate how to fill in how to fill in charts - Cut/paste - demonstrate how how to fill in reading reading log w/genre reading log w/genre with leftover book to fill in reading log log w/genre order forms – w/genre fiction/non-fiction Readers Students practice and Students practice Students practice Students practice Students practice Workshop build stamina and build stamina and build stamina and build stamina and build stamina 20 minutes Mini Read aloud – Wild Read aloud another Read aloud another Read aloud another Read aloud another Lesson About Books short biography or short informational short fantasy book short realistic fiction

autobiography book book 10 RWM p.32 – Create large genre minutes Establishing workshop Create large genre Create large genre chart and glue Create large genre and classroom chart and glue chart and glue examples from chart and glue procedures examples from book examples from book book order forms – examples from book order forms – order forms – students help locate order forms – Review and add to students help locate students help locate examples students help locate Read to Self I-chart examples examples examples RWM p.32 – Model RWM p.32 – RWM p.32 – Establishing RWM p.32 – correct/incorrect ways Establishing Establishing workshop and Establishing to read workshop and workshop and classroom workshop and classroom classroom procedures classroom procedures procedures procedures Review and add to Review and add to Review and add to Read to Self I-chart Review and add to Read to Self I-chart Read to Self I-chart Read to Self I-chart Model Model Model correct/incorrect Model correct/incorrect correct/incorrect ways to read correct/incorrect ways to read ways to read ways to read Readers Students practice and Students practice Students practice Students practice Students practice Workshop build stamina and build stamina and build stamina and build stamina and build stamina 20 Begin to teach a few Begin to teach a few Begin to teach a few Begin to teach a Begin to teach a minutes individuals at a time individuals at a time individuals at a time few individuals at a few individuals at a how to do Listen to how to do Listen to how to do Listen to time how to do time how to do Reading (D5) Reading (D5) Reading (D5) Listen to Reading Listen to Reading (D5) (D5) Sharing Review I-chart and Review I-chart and Review I-chart and Review I-chart and Review I-chart and celebrate growth celebrate growth celebrate growth celebrate growth celebrate growth 5 minutes Week 3: Day Day 2 Day 3 Day 4 Day 5 1 Mini Continue genre study - Continue genre study - Continue genre study - Continue genre study - Lesson Types of Fiction – Types of Fiction – Types of Fiction – Types of Fiction – Historical Fiction – read Science Fiction – read Traditional Literature – Mystery – read aloud a 10 aloud a short example aloud a short example read aloud a short short example and minutes and create large genre and create large genre example and create large create large genre chart chart and glue examples chart and glue examples genre chart and glue and glue examples from from book order forms – from book order forms – examples from book book order forms – students help locate students help locate order forms – students students help locate examples examples help locate examples examples Students identify a book Students identify a book Students identify a book Students identify a book from their bag that fits from their bag that fits from their bag that fits from their bag that fits this genre this genre this genre this genre Students use this book Students use this book Students use this book Students use this book for Read to Self - for Read to Self - for Read to Self - for Read to Self - demonstrate how to fill demonstrate how to fill demonstrate how to fill demonstrate how to fill in reading log w/genre in reading log w/genre in reading log w/genre in reading log w/genre Create I-Chart for Listen Review all charts Review all charts Review all charts to Reading (D5) RWM p.32 – Establishing RWM p.32 – Establishing RWM p.32 – Establishing Review all charts workshop and classroom workshop and classroom workshop and classroom procedures procedures procedures RWM p.32 – Establishing workshop and classroom procedures Readers Students choose Students choose Students choose Students choose

Workshop between Read to Self between Read to Self between Read to Self between Read to Self and Listen to Reading and Listen to Reading and Listen to Reading and Listen to Reading 20 minutes Mini Introduce Read to Review and add to Read Review and add to Read Review and add to Read Lesson Someone – create I-to Someone – create I-to Someone – create I-to Someone – create I- Chart (D5) Chart (D5) Chart (D5) Chart (D5) 10 minutes Model correct/incorrect Model correct/incorrect Model correct/incorrect Model correct/incorrect ways to read ways to read ways to read ways to read GR p.90 – Readers Think GR p.91 – Partners sit GR p.92 – Partners talk GR p.92 – Partners plan and Talk About Books side by side and read about their books ways to read together, with Others with the book in the Partners take turns middle making decisions Readers Students practice and Students practice and Students practice and Students practice and Workshop build stamina using build stamina using build stamina using build stamina using their poetry books partner books individual books (take choice of books 20 turns) minutes Sharing Review I-chart and Review I-chart and Review I-chart and Review I-chart and celebrate growth celebrate growth celebrate growth celebrate growth 5 minutes Week 4: Day 1 Day 2 Day 3 Day 4 Day 5 Mini Continue genre study – Review genres Review genres Review genres Review genres Lesson Poetry Review FACE Review FACE board – Read aloud – The Read aloud – 10 Students identify a board – add add strategy under Best Book to Read “Goldisocks and the minutes book from their bag strategy under Vocabulary – Three Libearians” that fits this genre Fluency – Voracious reading Review I PICK create large genre Voracious – discuss how this chart (D5) Review I PICK chart chart and glue reading helps build (D5) examples from book vocabulary GR p.163 – order forms – students GR p.62 – Good Readers have GR p.163 – Readers help locate examples Readers read strategies to tell if choose books everything in sight (Restock book bags a book is just right carefully Students use this book this week a variety of for Read to Self - Read aloud – Born easy/hard books – Review FACE Review reading logs demonstrate how to fill to Read students will log board – add – genre tally sheets, in reading log w/genre which ones they strategy under etc. Review reading think are “just right” Fluency – Read logs – genre tally books) good fit books Students create their Introduce reading logs sheets, etc. own genre charts – genre tally sheets, Read aloud – “Those Review reading using leftover book etc. Review all charts Shoes” logs – genre tally order forms – sheets, etc. cut/paste – for a Review all charts Introduce I PICK – reading grade? create chart (D5) Review all charts Review all charts GR p.135 – Choosing Just Right Books Review reading logs – genre tally sheets, etc. Review all charts Readers Students choose Students choose Students choose Students choose Students choose Workshop between Read to Self between Read to between Read to Self between Read to between Read to and Listen to Reading Self and Listen to and Listen to Reading Self and Listen to Self and Listen to 20 Reading Reading Reading minutes Mini Review and add to Review and add to Review and add to Review and add to Review and add to

Lesson Read to Someone – Read to Someone Read to Someone – Read to Someone Read to Someone – create I-Chart (D5) – create I-Chart create I-Chart (D5) – create I-Chart create I-Chart (D5) 10 (D5) (D5) minutes Model correct/incorrect Model Model ways to read Model correct/incorrect Model correct/incorrect correct/incorrect ways to read correct/incorrect ways to read GR p.92 – Partners ways to read ways to read solve their own problems Readers Students practice and Students practice Students practice and Students practice Students practice Workshop build stamina using and build stamina build stamina using and build stamina and build stamina their choice of books using their choice their choice of books using their choice using their choice of 20 of books of books books minutes Sharing Review I-chart and Review I-chart and Review I-chart and Review I-chart and Review I-chart and celebrate growth celebrate growth celebrate growth celebrate growth celebrate growth 5 minutes Week 5: Day 1 Day 2 Day 3 Day 4 Day 5 Mini Review I PICK Review I PICK Review I PICK Review I PICK Review I PICK Lesson Do a quick Spend some Review procedures Students put away all Discuss procedures for 10 retelling of “What time teaching for problems in the books and personalized taking books home minutes Happened to students how to classroom library – labels are added to (100BC/AR/Library Marion’s Book” put books away book hospital, lost bags books) in classroom books, found books, Introduce library etc Discuss book shopping GR p.81 – Readers classroom library times/behavior follow the system for for book selection GR p.81 – GR p.81 – All readers taking books home and (Students still Readers borrow are responsible for Students shop for bringing them back using pre-loaded and return library housekeeping books for their personal book bags at this books carefully bags – remind of I PICK Review all charts time) Students practice – get started on D5 Students selecting 1 or 2 choice once books are GR p.80 – practice putting books from library to selected Readers take care 1 or 2 books add to bags of books and the from their bag Review all charts classroom library in the right Review all charts spot. Review all charts Review all charts Readers Students choose Students choose Students choose Students choose Students choose Workshop between Read to between Read between Read to between Read to Self, between Read to Self, Self, Read to to Self, Read to Self, Read to Read to Someone, and Read to Someone, and 20 Someone, and Someone, and Someone, and Listen Listen to Reading Listen to Reading minutes Listen to Reading Listen to to Reading Reading Mini GR p.81 – Review lesson Review lesson from Review I PICK and Review I PICK and Lesson Readers know from earlier – earlier - Students library procedures library procedures what’s in the students put 1 practice selecting 1 10 classroom library or 2 more books or 2 books from minutes and how to take away from their library to add to bags care of it bags. Readers Students choose Students choose Students choose Students choose Students choose Workshop between Read to between Read between Read to between Read to Self, between Read to Self, Self, Read to to Self, Read to Self, Read to Read to Someone, and Read to Someone, and 20 Someone, and Someone, and Someone, and Listen Listen to Reading Listen to Reading minutes Listen to Reading Listen to to Reading Reading Sharing Review I-chart Review I-chart Review I-chart and Review I-chart and Review I-chart and and celebrate and celebrate celebrate growth celebrate growth celebrate growth 5 minutes growth growth