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    gel2981
    By BookMuncher

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    Sure! My schedule looks something like this:

    During arrival, kids choose their books for the day; no morning work (this buys a lot of time)

    As soon as the bell rings, kids know to make a circle on the carpet
    9:00 Greeting Meeting/ Pledge of Allegience
    9:05 Morning Message-- the message is always a meaningful message about the day. We usually use it to do one of the following: identify punctuation, add in missing punctuation, change all the two words into contractions or visa versa, underline the word chunk or onset we are studying that week, read silently (end of year) then read two mor times and talk about what fluent reading sounds like-- sometimes, there isn't much time, and so for routine's sake, I'll just read the kids the message, or a student will volunteer to read it. No matter what, we always do it.

    To plan for my morning message, I don't pre-write all the messages, but what I DO do, is in my plan book, I write the skill I want to cover for each day. A typical week might look like: sight words, finding periods, adding periods, adding periods, finding the "at" chunk. I try to do my grammar skill enough that they will internalize it, because I don't teach it at any other time in my schedule except for one-on-one during writing.

    9:10 Sight Words (part of word work): Depending on the day of the week, either I introduce the new words, the kids read them in different voices and cheers, or sometimes we play a word wall game. I keep this very very short!

    9:14ish Phonics: Monday's I usually introduce a new word pattern. Tuesday- Thursday, we play some kind of game to learn it. Sometimes we walk around and Read the Room, adding words around the room to one big chart. Sometimes I put a lot of the words on the board and then we play a flashlight game where I say a sentence and they have to find the one that fits. Other times we do human word building, where the kids put on letter necklaces and I call out words. The kids who are in the word must come up and arrange themselves. As I tap each head, we sound it out and then sweep. At least once a week, they use their white boards and I dictate or we play some game that involves writing them. On Fridays, we do one of two things: Sometimes I do give little checks where I dictate two sentences to them that contain a couple of sight words, the new pattern, maybe some old patterns. I don't grade them, but I mark them and send them home. OR, we play a whole-word wall game where kids have to look at the entire wall to "mind-read" what word I'm thinking of.

    9:30 Shared Reading-- sometimes it's a poem, song, big book, overhead, regular read aloud; usually shared reading is done for: the fun of it, fluency, concepts of print, word decoding strategies. I sometimes squeeze the basal into this slot!

    9:45- 10:15 Reader's Club (Guided reading and three other reading "centers"-- referred to as clubs because they are working together on books)

    recess/snack: Novel read aloud

    10:40-11:25 Reader's Workshop (Mini-lesson- sometimes a read aloud, independent reading, sharing)

    11:25-12:00 Writing (mini-lesson, independent reading, sharing) Sometimes we continue this into the afternoon. Also sometimes I take a little off of reader's workshop to lengthen writer's workshop.

    Specials: I can usually squeeze another read aloud somewhere in here

    __________________________________________________________
    Squeezed into the PM: I steal about 20 minutes from our HOUR Social studies block to do FYOE Reading or FYOE Writing (For Your Own Enjoyment) where kids are not restricted to reading a just-right book, but can read anything anywhere with anybody in the room)

    Shared reading can be squeezed into social studies or science


    HOPE THAT HELPS!!! :s)

    View the original thread this idea was posted on



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