Literacy+Blocks

Tuesday Either independent writing, guided writing or investigations depending on what the students are working on that week. || Explore authors through what they write. Participate in mini lessons, and then apply their new knowledge. Select topics and write during the designated time. Confer with the teacher, and other students when comfortable. Accept feedback and use it to edit and revise their work. Use resources and publish writing when appropriate. Formulate questions for investigations. Gather materials and resources. || Provide explicit teaching for either independent writing, guided writing or investigations depending on what students are working on that week.
 * Time/Activity || Student Role || Teacher Role ||
 * 9am to 9:50am
 * Writer’s Workshop**

This can be provided by a mini lesson, conferring, sharing, and small group instruction. For investigations teachers need to spark student interest, give mini lessons on inquiry tools, suggest resources, provide materials etc. || Guided Reading, Literature Study, and more Independent Reading. || Read Silently during designated times. Provide written responses as assigned. Discuss and share the book with the teacher and others.
 * 9:50am to 10:10am
 * Independent Reading** || Select a just right book for reading independently. Write in their notebooks or use post its to mark important details. Keep a record of their reading. || Confer with students on a regular basis. Gather continual information on mini lessons that need to be taught to the whole class. Offer instruction during conferring for some students. ||
 * 10:10am to 11am
 * Reading Workshop**

Listen to and participate to introduction for guided reading. Read the designated sections of the text silently. Read aloud occasionally or listen to the teacher read aloud. Become more aware of own reading process and participate actively in instruction. || Provide explicit instruction. This is possible through book talks, mini lessons, conferring and sharing.

For guided reading, introduce the text. Observe and confer with students during reading. Teach specific points after reading the designated text. Word work.

For literature study provide established routines for discussion. Demonstrate to students. Summarize important issues. Devise responses that are varied such as artistic or written ones. ||

Wednesday
 * Time/Activity || Students Role || Teachers Role ||
 * 9am to 9:50am
 * Language and Word Study** || Build vocabulary by reading, the discussing. Investigate the nature of language as they explore different genres. Take the information provided in lessons and gained through exposure and apply it to future work. || Hold a community meeting. Present a brief focused experience intended to expand students language skills. Develop students language and skills by exposing them to rich material. Provide a foundation for independent work on phonics, spelling and vocabulary. ||
 * 9:50am to 10:20am
 * Independent Reading** || Select a just right book for reading independently. Write in their notebooks or use post its to mark important details. Keep a record of their reading. || Confer with students on a regular basis. Gather continual information on mini lessons that need to be taught to the whole class. Offer instruction during conferring for some students. ||
 * 10:20 to 11am
 * Poetry Workshop***


 * Only once a week || Students read and respond to poems. They collect poem seeds in their notebooks, then writing their poems. Students will revise and edit their poems then illustrate pictures to accompany them. Students also engage in their poetry centers and confer with the teacher. || Work poetry workshop into your schedule at least twice a month, but suggested once a week. Provide mini lessons and create poetry center activities. Give students proper tools to revise their poems, and illustrate them. Provide many poems for students to read. Confer with students on their work. Lead discussions o poetry during mini lessons and poet talk. ||