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    I can list
    By Melissa3877

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    Listening Work Station

    I can…

    • listen to the tape or CD and follow along in the book
    • visualize while listening. Then I can tell my partner what I saw in my mind or do a quick sketch; compare our “mind pictures”
    • answer questions with my partner after listening to the tape/CD
    • choose a reading response to do after listening
    • listen for new vocabulary or interesting words and use highlighter tape to mark them. Then I can write these works on list paper
    • listen to the way the reader used his or her voice to match punctuation. Then I can try to read a part just like it sounded on the recording.
    • Record a piece I have written for others to listen to.
    • Read aloud and record a favorite poem or short picture book
    • Read aloud and record the first chapter or a favorite scene from a book we like. I can read it to persuade our friends to read it, too
    • Use a listening map to improve my comprehension.

    Buddy Reading Work Station

    Two students – individual copy of same fiction book. Read a chapter silently and then use discussion cards. Cards relate to strategy you’ve been modeling.

    Another pair – with nonfiction book or assigned chapter of science book.

    Rules: decide what to read, read together OR take turns, read a section then stop and talk: summarize, make predictions, draw conclusions, ask questions

    I can:
    • Read the same chapter as my buddy and discuss it when we’re finished reading
    • Decide how we’re going to read here (together orally, you read a page/I read a page, silently to a certain place)
    • Read a nonfiction text together and discuss it as we read. Write a summary of what we learned
    • Use the chart on how to read nonfiction to remind us not to skip any parts
    • Write questions about what we read for the next kids who come to read this text. Put them on a sticky note and write the answers on the back.

    Spelling Work Station

    Test each other, crosswords, word game

    I can:
    • Give my partner a spelling test and check it together
    • Play aspelling game – scrabble or hangman
    • Make an illustration of a tough word from this list to help me remember how to spell it
    • Create a web that shows other words linked to a word from our spelling list
    • Practice writing hard-to-spell words wit ha gel pen
    • Write antonyms/synonyms for words that have them
    • Rainbow words

    Overhead Work Station

    Grammar that is being taught, reading comprehension, proofreading writing…
    Each transparency goes in a plastic sleeve

    I can…
    • Read and discuss an overhead from the binder with my partner
    • Work to fill out a transparency
    • Proofread a piece of writing
    • Practice cursive writing – circle our best
    • Use overhead manipulatives to solve word problems

    Computer Work Station

    I can…
    • Read about an author we’re studying and write facts I learned
    • Do a webquest
    • Use a bookmarked website
    • Look up my password in the card file if I forget it
    • Use Word to type a piece from writer’s workshop I want to publish
    • Save my work onto my disk from the file box/my file
    • Choose an interactive CD from those in the CD rack
    • Take a reading comprehension test

    Handwriting

    Variety of writing tools – pencils first. Model of cursive alphabet, list of their names written in cursive
    www.fonts4teachers.com
    Teach handwriting during grammar or writing/reading time to save time.

    I can…
    • Practice writing my name in cursive
    • Practicing writing the names of my friends and classmates
    • Practice writing the alphabet in cursive, using upper and lower case letters
    • Write the teacher a note using my best cursive writing and put it in her basket
    • Write the principal a note using my best cursive writing – put it in Mrs. Speakman’s basket
    • Write my favorite letter ten times, circle the best one, and think about why it’s the best
    • Write the letter that is hardest for me to write ten times..
    • Do a practice sheet
    • Write your spelling words using cursive

    Newspaper Work Station

    Quarterly class paper

    Cut out newspaper articles of interest, mount the headline, graphics, and article separately…put in a bag and the kids can match them and read them.
    Read a syndicated newspaper story
    File folder box with examples – they can contribute ones that fit in the categories

    I can…
    • Write a news article for our class newspaper
    • Read a newspaper written for kids
    • Use a task card
    • Add a news article to the folder file box
    • Read a news article with a partner. Underline facts in blue. Circle opinions in red.
    • Write a classified ad, cartoon, fiction story, non-fiction story, book review…

    Grammar Work Station
    Playing teacher

    I can…
    • Circle the helping verbs
    • Color-code each part of speech
    • Use word tiles to make sentences, making sure to include a noun, adjective, verb… then copy onto paper and mark them
    • Use mad-libs to practice parts of speech
    • Edit a piece from writer’s workshop for grammar.

    Word Study Work Station: phonics, spelling, and vocabulary

    Scrabble, choose words to investigate, interesting phrases – talk about them, tell what it makes them think about, what the words mean in the story, how they could use it in a story, multiple meanings.
    Work with phonics patterns, frequently misspelled words, content-area vocab, word orthography

    Phonics:
    * Sort words – based on vowel pattern, part of speech, meaning, prefix/suffix/root
    Sort, then read each word in the sort, maybe write them into lists
    * Making words – do in lg/sm gropu first – make new words and investigate how to change them by removing or adding a letter – one kid reads the teacher script and they check them together
    * How many words can you make – spelling list and how many words you can make out of one of the words. Dictionary handy to check spelling. Egg timer for extra challenge
    * Play word games – boggle, scrabble, create own word study game
    * Doing word games from newspaper
    * Give each other “spelling tests” – this week or previous week’s words, check them
    * Create word webs, trees, and ladders – Ladders: start with a 2 letter word, add or change a word as you go up.
    * Illustrate words – make bookmarks to illustrate a new word and put them in the library or inside that book
    * Dictionary/thesaurus work – check spelling, meaning, pronunciation
    * Make books of related words, such as homophones – small booklets to write a homophone, illustrate, and write the meaning or use it in a sentence in context
    * Collecting words – personal word banks they come across
    * Crossword puzzles with content-area words
    * Play word study games – pictionary…
    * Short text to pay attention to new words – Time for kids, fact cars: //yahooligans.yahoo.com.content/animals – jot down new words – sketches
    * match vocab to definiton

    Poetry Work Station

    Change throughout the year: form, reading levels, sophistication of poems, and students’ responses to them.
    www.poets.org


    • Read poems – aloud so they hear and feel the language
    • Write poems
    • Submit poems online or to contests
    • Perform poems – dramatize them with a partner
    • Copy them – cursive
    • Illustrate poems
    • Compare – venn diagram
    • Respond
    • Harvest words in their journal
    • Study line breaks, stanzas, alliteration, rhyming, repetition, personification, word choice
    • Learn about poets: Arnold Adoff, Aileen Fisher, Betsy Franco, Robert Frost, Nikki Giovanni, Lee Bennett Hopkins, Langston Hughes, Paul Janeczko, Karla Kuskin, Myra Livingston, Eve Merriam, Lilian Moore, Naomi Nye, Christina Rosetti, Carl Sandburg, Shel Silverstein, Valerie Worth
    • Making poems with magnetic poetry kit (www.magneticpoetry.com)
    • Memorize favorite poems – perform with props or dramatization
    • Find poems to match places or people or things
    • Learn parts of speech
    • Explore metaphors, similies, personification, alliteration, onomatopoeia…
    • Read poetry cards

    Teaching poetry:
    1. read it aloud and have them listen. Tell them to think about images or connections
    2 . have them share with partners and then the class
    3. Listen again – maybe they will hear rhyming or alliteration
    Dramatize poetry:
    Listen for words to enunciate – find motions to use, add props
    Have a Poetry Café where they share poems
    Add magazine pics for ideas (or natural objects)
    Teach new forms – haiku, acrostics, ballads
    Highlight a student’s “pick of the week” poem on a poster


    Content-Area Work Stations

    Sci/SS
    • read and write about historical figures, scientists, inventors
    • Take notes about a topic of study
    • Engage in inquiry projects
    • Write nonfiction pieces about the topic
    • Review and work with vocabulary
    • Use equiz cards
    • Make a mural
    • Quick-write
    • Buddy read textbook pages
    • Buddy read related texts
    • Listen to tapes

    SS ideas:
    • geography – atlases and maps with games or questions
    • investigate culture
    • work with dates, tables, graphs, charts, timelines, physical representations

    Sci ideas:
    • use scientific inquiry methods to investigate – experiments
    • use tools to conduct inquiry
    • examine data – comparing charts
    • Have experiements they can do on their own with materials, directions, and questions

    Drama Work Station

    • read reader’s theater scripts
    • doing “stress the highlighted word” – read a sentence and change the word the gets stressed each time
    • play “guess the emotion”
    • work with mood
    • work with dialogue, plot, and conflict
    • write character sketches – physical descriptions, social and psych info
    • write reader’s theater scripts
    • use drama to rehearse for writing
    • produce a one-minute sound bite (brief news report)
    • work with characterization – what was the character really like? How describe the character, why acted this way? What problems might they have had in the past / future?
    • Add motions to poems
    • Dramatize stories / informational texts
    • Dramatize an opening scene from a book to persuade others to read it
    • Pantomime words or phrases
    • Improvise – give “conflict lines” on a card
    o Where do you think they could possibly be?
    o I can’t believe she actually did that!
    o This looks too dangerous!
    o That isn’t what I said at all!
    o How in the world did this happen?
    • plot extensions with familiar stories

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