My

First Ten Days of Teaching Literacy

Section 2


By
Shannon Hey



October 30th, 2014


Grade level: 4

Literacy Block:

I have decided to create a literacy block that incorporates both the Daily 5 and Workshop, which will take place in the morning as
studies show that students are more attentive at this time.

At the beginning of the year, each section will be concentrated one at a time, so that when the students are divided, they can be
independent with their learning throughout the block. Before starting our regular routine, I will have to introduce each section with a
foundation lesson. Its also important to remember that students will be coming back from summer break and they will therefore need
to start off with a slower pace of learning. The main component and base for literacy is Read to Self, therefore the first week will
mainly incorporate this section. Once the students have a grasp this section, I will move on to incorporating Word Work. The first few
weeks of school we will be getting to know each other as well!























2


Here are the first ten days of the literacy block for my class:

Day 1, Week 1 (First day of school)
Time

What is the
Teacher doing?
Greet students at the door!

What are the

Students doing?
Putting their coats, bags away
on their hooks and cubbies
(labeled alphabetically).

Materials and
Resources
Just me, myself, and I.

8:40

Make sure students take a blank sheet

of paper.

Insure all students have a place to
sit/a place for themselves.

White paper, markers,

crayons.

8:50

Begin the mini activity. Explain what

the white paper is for (to write their
names on it and to include a few
drawings of what they likes/theirs
interests).

I will also make one at the same time
for myself.

As students walk through the

door, have them take a blank
sheet of paper to bring to their
desks.

When students sit down, they
can chose any desk they want,
as this may help them feel
more comfortable on their
first day.

Students will write their
names on their papers,
decorate the, and draw
interests/hobbies.

Once completed, place them
on their desks for everyone to
see.

8:30

White paper, markers,

crayons.

Learning Objective
Start a connection with
the students from the
start and make them feel
comfortable (as best as I
can).

To get to know the
students and put names
to their faces. This will
also help students get to
know each other if they
dont already/new
students.

To get to know everyone.

9:10

9:15

9:35

9:45

When students are done, have them

present themselves to the class. Start
with myself! Present yourself, show
nametag, and explain drawings.

Now that everyone knows each other
(hopefully most do), give the students
a sheet with questions. These
questions will include: Who likes
hockey? Who likes to dance? Who
takes swimming lessons? Etc.

Have students (volunteer)

Class discussion.
share their names, present
Our created name tags.
themselves, explain what they
drew and why.

The students will have 20

minutes to complete their
sheet. They will have to get
moving to answer all their
questions!






Once the students have completed the Raise hand to talk.
questions, ask volunteers whom they Share answers.
found for certain answers.

*Ask them to raise their hand to talk.
Now that the students feel more
comfortable, its important for the
students to know the rules of the
class. Establish rules: These will be
displayed on a bulletin board and
created both by the students and I.

Ask students what rules they believe
are important. Write these on a
Bristol board. Chose 5 or 6 important
rules to keep. Discuss these rules so
that everyone understands them.

Once completed, make sure each

Handouts with prepared

questions.

Both the students and
myself will learn about
each other, our names,
and interests.
To get the students
moving and stimulate
their brains, meet each
other (if they already
havent), have fun while
practicing reading and
writing.

Students will also need

pencils to write down
their answers!
Hands and listening ears. Reasons for this

icebreaker are listed
above.

Students will participate in

Bulletin board, markers.
the creation of the classroom
rules by letting me know what
they believe is important.

Once completed, students will
sign their names at the bottom
for future reinforcement.

To establish rules within

the classroom. This
board will be kept on a
main wall in the
classroom for visual
reminders of what
behaviors are expected.







4

student has signed the board.

Day 2, Week 1
Time
8:30

8:40

What is the
Teacher doing?
Greet the students at the door!








As my students walk through the
door, have them answer the question
of the day on my beautifully
decorated bulletin board. Each
student will have their own name on
a magnet, which they will use to
answer the question. This will be how
I will take attendance every day for
the rest of the year!

Movement: Play a video from Just
Dance with lyrics and dance moves on
the white board.

Play the song Let it go from Disneys
Frozen.

Use Just Dance every second day.

What are the
Materials and
Students doing?
Resources
The students must answer the Prepare a bulletin board
question of the day.
the day before with a

question of the day:

Do you like to read books
about animals? Yes or
no.

Students will sign along

reading the lyrics while
copying/following the dance
moves.

White board, Just Dance

video.

Learning Objective
Students practice
reading while I take
attendance in a fun and
unique way.

For the students to get

their energy out first
thing in the morning;
this way they will focus
better on the next lesson.
They will also be
practicing their reading
skills!






5

8:50

9:30

9:50

Guided Reading: Read the book Put

Me in a Book, by Robert Munsch.

Students will be more relaxed after
dancing, therefore have them gather
in the Reading Corner.

Before reading: Ask students what
they believe the book will about using
the title and cover page.

During reading: Read the book while
showing the illustrations.

After reading: Ask them:
Who is in the book?
Where this is happening?
How did it end?

Mental break: Explain to students that
they will have the chance to draw
themselves in a book (ex: favorite
part of the book).

Students will sit on

chairs/pillows in the Reading
Corner to listen to the book.




Students must answer
questions by raising their
hands.

Sharing time: Select volunteers who

want to show their drawing and
explain why they chose that
book/part.

Some students will volunteer

to explain their drawing.

They must listen to others.

The book Put Me in a

Book, by Robert
Munsch. If available,
have one copy for each
student to follow.

This will be an
engagement activity to
reading.

Have questions
prepared.
Students return to desks and
use the materials available to
draw themselves in either
Put Me in a Book or from
their favorite book.

White paper, markers,

crayons.

To allow students to take

a quick mental break
while still reflecting on
what was read in class.
This also integrates
visual arts, allowing
some students who
struggle to express
themselves verbally to
communicate in a
creative way.

Hands and listening ears. Young students are

generally proud of
Drawings can be
showing their artwork,
displayed on the walls
which will hopefully
using tape.
initiate a positive
6


Day 3, Week 1
Time
8:30

8:40

8:50

What is the
Teacher doing?
Greet the students at the door!








Before launching Read to Self,
identify what is to be taught. Set a
purpose and create a sense of
urgency for Read to Self:
- Its the best way to become
better readers
- Its fun!

Now introduce an I-Chart to record
desirable behaviors for Read to Self.

Write:
Students:
Read the while time, stay in one spot,
read quietly, get started right away,
and work on stamina.

Teacher: Work with students.

outlook on literacy.
What are the
Students doing?
The students must answer the
question of the day.







Students are sitting at their
desks listening.

Materials and
Resources
Printed question of the
day and hung on the
Bristol board:

Do you enjoy reading
fictional books?

Learning Objective

Listening ears.

Introduce the first

section of Daily 5, Read
to Self.

Students pay attention.

Paper, paper stand,

markers.

Introduce desired
behaviors for this
section; therefore
reducing undesired
behaviors during this
part of the literacy block
for the rest of the year.









7

Students practice
reading while I take
attendance in a fun and
unique way.

9:10

9:30

9:35

9:50

Model:
Most-desirable behaviors, least-
desirable behaviors, then most
desirable behaviors again.

Make sure students understand what
is expected of them.

Place students around the room, each
with a different book to read silently
to themselves (this will build
stamina)

Remind students to exhibit the
previous behaviors that were
modeled.

Time their stamina. Have students
read until they break their stamina.

Stay out of the way.
Use a quiet signal (chimes) to bring
the students back to the gathering
place/desks.

Conduct a group check-in. Ask:
How did it go?

Hand out a Reading Interest
Inventory. Questions include:
Do you like to read?
How often do you read?
What kid of books do you like to
read?
Who do you read with?

Use students in the class

Refer to I-Chart when
(preferably students who tend necessary.
to not listen, etc.) to model the
desired behaviors.

Find a spot to read to

themselves within the
classroom.

Students will reflect on how

they behaved during Read to
Self and share their
experience with the class.

Students will answer these

questions before the block
ends for the day.

Each student must have

their own book.

Timer/clock.

No materials necessary.

Handout: Reading
Interest Inventory

Students will be
demonstrated in two
ways of what behaviors
they must exhibit during
Read to Self.

Build stamina and

practice desired
behaviors.

Students can reflect on

how they performed or
how others around them
affected their reading.

The teacher will read

these over to see where
students are at with
their reading, what they
enjoy to read, how often
they read, etc.

Pick up at the end of class.

Day 4, Week 1
Time

What is the
Teacher doing?
Greet the students at the door!

What are the

Students doing?
The students must answer the
question of the day.

Materials and
Resources
Printed question of the
day and hung on the
Bristol board:

Do you read on
weekends?

8:40

Movement: Play a video from Just

Dance with lyrics and dance moves on
the white board.

Play the song Everything is
awesome from The Lego Movie.

Students will sign along

reading the lyrics while
copying/following the dance
moves.

White board, Just Dance

video.

8:50

Focus lesson: Three Ways to Read a

Book

Students will learn how to

read a book using pictures,
then how to read with words,
and then how to read the
story.

Use the book Roar by

Robert Munsch as an
example.







Each student will pick a Students will practice
book of their choice from Read to Self and build
the Classroom Library.
stamina, using the three

8:30

-
-
-

Read the pictures

Read the words
Read the story

Take about 10 minutes to teach each

of these.

9:20

Place students around the room, each Students will silently read for
with a different book to read silently as long as possible.
to themselves (this will build

Learning Objective
Students practice
reading while I take
attendance in a fun and
unique way.






For the students to get
their energy out first
thing in the morning;
this way they will focus
better on the next lesson.
They will also be
practicing their reading
skills!

Students will learn how
to read a book using
three different ways (by
the pictures, words, and
story).

9:40

10:00

stamina) and practice Read to Self

using the three ways to read.
Use a quiet signal (chimes) to bring
the students back to the gathering
place/desks.

Conduct a group check-in. Ask:
How did it go?

Body break: Ask the students
questions. The sides of the classroom
will represent different answers.

ways to read a book.

Students will reflect on how
they behaved during Read to
Self and share their
experience with the class.

Students may refer to

their book to give
examples/reflect.

The students must chose one Prepared questions.

side of the class or the other to
demonstrate their answer.
Example:
Who prefers chocolate or
chips?

Students can reflect on

how they performed and
how they read.

This allows the students

to move a bit and
prepare them for the
following lesson. I will
also have the chance to
learn about my students.

Day 5, Week 1
Time
8:30

8:40

What is the
Teacher doing?
Greet the students at the door!








Teach the students how to choose a
successful spot to Read to Self.
Explain that some areas might be
great for some but not others. Its
really important to be comfortable.

What are the

Students doing?
The students must answer the
question of the day.

Materials and
Resources
Printed question of the
day and hung on the
Bristol board:

Do you read for more
than 15 minutes every
night?

Listen and learn.

Give examples: bean bag

chair, your desk Reading
Corner, floor, on a pillow,
etc.

Learning Objective
Students practice
reading while I take
attendance in a fun and
unique way.

To teach students how to

choose a successful spot
to Read to Self.





10

8:45

9:20

9:40

Students will learn how
to pick a book
appropriate for them.

Teach I PICK Good-Fit Books.

Demonstrate by using shoes of all
sizes and chose students to try on a
pair that clearly doesnt fit and have
them attempt to walk.

I select a book (look at it, inside and
out)
Purpose: Why might I want to read it?
Interest: Will I find it interesting?
Comprehend: Do I understand it?
Know: Do I know most of the words?

Then show different types of books.

Now that students know how to
chose a book that is just right for
them, have them chose a book using I
PICK and the place them around the
room. This will build stamina and
practice Read to Self.

Students will chose shoes that

dont fit them to learn the
importance of a book that fits
them.

Many different shoes in

all sizes.

Different types of books.

Students will silently read for

as long as possible.

Each student will pick a

book of their choice from
the Classroom Library.

Students will practice

Read to Self and build
stamina, using a book
that they picked for
themselves.

Use a quiet signal (chimes) to bring

the students back to the gathering
place/desks.

Conduct a group check-in. Ask:
How did it go?

Students will reflect on how

they behaved during Read to
Self and share their
experience with the class.

Students may refer to

their book to give
examples/reflect.

Students can reflect on

how they performed and
how they read.

11




Day 6, Week 2
Time
8:30

8:40

8:50

What is the
Teacher doing?
Greet the students at the door!








Movement: Play a video from Just
Dance with lyrics and dance moves on
the white board.

Play the song Hakuna Matata from
Disneys Lion King.

What are the

Materials and
Students doing?
Resources
The students must answer the Printed question of the
question of the day.
day and hung on the

Bristol board.

Do you like writing
stories?

Have students read for 15-20

minutes.

Make sure students are on task.

Time stamina.

Students can pick any book

Books in Classroom
form the classroom library
Library.
and sit anywhere they want in
the class.

Students will sign along

reading the lyrics while
copying/following the dance
moves.

White board, Just Dance

video.

Learning Objective
Students practice
reading while I take
attendance in a fun and
unique way.

For the students to get

their energy out first
thing in the morning;
this way they will focus
better on the next lesson.
They will also be
practicing their reading
skills!





Practice stamina and
Read to Self.





12

9:10

Play-Doh Dictionary: This lesson is

Students will listen.
going to be done in multiple groups of
five or six students. They will work at
their tables.

Explanations:
1. Eeach group will have one
container of play dough and a deck
of cards that lists different
vocabulary words that they have
recently been taught.
*Its important for the teacher to
make sure each group has assigned
one person to time the activity
before the game starts, either with a
stopwatch, a timer, or using a clock.

9:05

Rules: The first person will look at

Students will listen to the
an index card and read the
rules.
corresponding word without
showing or telling the rest of the
group what is says. That person
must not talk, hum, or make noises
during their turn. They will then
have sixty seconds (60 sec.) to sculpt
the word using play dough. Gestures
with the play dough are allowed. The
rest of the group must guess that
word. If they guess it within the 60
seconds, they get one point, if not,
the next person clockwise will then
have the chance to sculpt the next
word. Each time a card is not
guessed, the sculptor will share the
vocabulary word with the rest of the
group. Their goal is to make the
most points possible!

- Play dough (1 container

per group of 5 or 6
students)
- Index cards with
written vocabulary that
pertain to a desired
subject (at least 1 card
per member of each
group)
- Timer (1 per group)

The purpose of this

lesson is for students to
reflect on prior
knowledge of vocabulary
(words written on the
cards) and to experiment
with modeling play
dough to communicate
those words to their
peers in a way that
integrates Art and
Language Arts into the
same curriculum.

Listed above.

Listed above.



















13

9:30

9:40

10:00

After the game has reached its end,

the teacher will ask the groups how
many points they made and have a
quick discussion about the lesson.
Have students read for 20+ minutes.

Make sure students are on task.

Time stamina.

Discuss points and problems

they may have encountered.

Listed above.

Listed above.

Students can pick any book

from the classroom library
and sit anywhere they want in
the class.

Books in Classroom
Library.

Practice stamina and

Read to Self.

Use a quiet signal (chimes) to bring

the students back to the gathering
place/desks.

Conduct a group check-in. Ask:
How did it go?

Students will reflect on how

they behaved during Read to
Self and share their
experience with the class.

Students may refer to

their book to give
examples/reflect.

Students can reflect on

how they performed and
how they read.

What are the

Students doing?
The students must answer the
question of the day.

Materials and
Resources
Printed question of the
day and hung on the
Bristol board.

Is supercalifragilistic-
expialidocious a real
word?

Day 7, Week 2
Time
8:30

What is the
Teacher doing?
Greet the students at the door!

Learning Objective
Students practice
reading while I take
attendance in a fun and
unique way.








14

8:40

Have students read for 20+ minutes.

Make sure students are on task.

Time stamina.

Students can pick any book

Books in Classroom
from the classroom library and Library.
sit anywhere they want in the
class.

9:00

Use a quiet signal (chimes) to bring

the students back to the gathering
place/desks.

Conduct a group check-in. Ask:
How did it go?

Body break: Play song Stretching
Song

[Link]
EpdkqVIsNPY

Students will reflect on how

Students may refer to
they behaved during Read to
their book to give
Self and share their experience examples/reflect.
with the class.

Students will read/sing along

while stretching.

White board/Smart
Board, Youtube video.

Give students a handout of The

Message of the Day.

I will read this aloud.
For the words they dont understand, I
will sound out the words, one at a
time, and then ask the students to
think, pair, share.

We will then have a class discussion
on their ideas of definitions and I will
clarify.

Students must underline the

words they dont know.

Message of the Day

handouts.

9:10

9:20

9:30

Practice stamina and

Read to Self.






Students can reflect on
how they performed and
how they read.

Give students a quick

body break before
moving on.







Foundation Lesson to
Work on Writing.

Students will attempt to

understand the words on their
own, and then with a partner
discuss what they came up
with, then in groups of four
they will discuss.

Help students
understand the meaning
of words on their own
and then with others.

15


Day 8, Week 2
Time
8:30

8:40

9:00

What is the
Teacher doing?
Greet the students at the door!








Movement: Play a video from Just
Dance with lyrics and dance moves on
the white board.

Play the song Mario Theme Song.

What are the

Materials and
Students doing?
Resources
The students must answer the Printed question of the
question of the day.
day and hung on the

Bristol board.

Do you enjoy books with
illustrations?

Students will sign along

reading the lyrics while
copying/following the dance
moves.

Launch Work on Writing.

Listen and learn.

Explain while writing on paper stand:
- It helps us become better writers
- It helps us become better readers
- It increases fluency of writing.
- Its fun!

White board, Just Dance

video.

Paper, paper stand.

Learning Objective
Students practice
reading while I take
attendance in a fun and
unique way.

For the students to get

their energy out first
thing in the morning;
this way they will focus
better on the next lesson.
They will also be
practicing their reading
skills!

Initiate this section of
the Daily 5. Explain the
importance and create a
sense of urgency for
Work on Writing.









16

9:10

Now introduce an I-Chart to record

Students pay attention.
desirable behaviors for Work on

Writing


Write:
Students:
Write the while time, stay in one spot,
work quietly, get started right away,
and work on stamina.

Teacher: Work with students.

9:25

Model:
Most-desirable behaviors, least-
desirable behaviors, then most
desirable behaviors again.

Make sure students understand what
is expected of them.

Bring a bag of unique objects (Bag O
Tricks). These will prompt writing.

If the students need help, I will assist
them by giving some ideas of what
could happen. I could also write some
questions on the board for them to
answer:
Who is the main character?
What is the problem?
Is there a solution?

Circulate the classroom.

9:35

Paper, paper stand,

markers.

Use students in the class

Refer to I-Chart when
(preferably students who tend necessary.
to not listen, etc.) to model the
desired behaviors.

Pick from the Bag O Tricks.

They will then have to write
about their objects.

Students are on task.

Papers, pencils, Bag O

Tricks.

Introduce desired
behaviors for this
section; therefore
reducing undesired
behaviors during this
part of the literacy block
for the rest of the year.








Students will be
demonstrated in two
ways of what behaviors
they must exhibit during
Work on Writing.

Have the students start

writing (including short
or simple sentences).

17

Day 9, Week 2
Time
8:30

8:40

8:55

9:50

What is the
Teacher doing?
Greet the students at the door!








Ask students to volunteer to read
their short story.

What are the

Materials and
Students doing?
Resources
The students must answer the Printed question of the
question of the day.
day and hung on the

Bristol board.

Do you read with friends
or family at home?

Students will share their short

stories.

Students will listen to others.
Today students will write about their Students will write about 4
favorite people and things. I will need different aspects of their life
to give each student a handout
within a heart-shaped
Writing from the Heart.
handout. Once they have

finished, they will color each
They will write about four different
part.
aspects of their life and section them
within the heart handout.
o Things I do in my free time
o People I care about
o Places Ive lived in/visited
o Favorite memories

Help students if needed.

Hang the finished hearts!

Help the teacher!

Students will need their

short stories.

Learning Objective
Students practice
reading while I take
attendance in a fun and
unique way.

Gain different
perspectives from their
peers.

Writing from the Heart Launch Writers

handout, coloring
Workshop.
crayons.















Tape, hearts.
Display work. This will
also contribute to a
sense of belonging.
18


Day 10, Week 2
Time
8:30

8:40

8:50

What is the
Teacher doing?
Greet the students at the door!








Movement: Play a video from Just
Dance with lyrics and dance moves on
the white board.

Play the song Happy by Pharrell
Williams.

What are the

Materials and
Students doing?
Resources
The students must answer the Printed question of the
question of the day.
day and hung on the

Bristol board.

Do you have a favorite
book?

Have students read for 15-20

minutes.

Make sure students are on task.

Time stamina.

Students can pick any book

Books in Classroom
from the classroom library
Library.
and sit anywhere they want in
the class.

Students will sign along

reading the lyrics while
copying/following the dance
moves.

White board, Just Dance

video.

Learning Objective
Students practice
reading while I take
attendance in a fun and
unique way.

For the students to get

their energy out first
thing in the morning;
this way they will focus
better on the next lesson.
They will also be
practicing their reading
skills!

Practice stamina and
Read to Self.













19

9:10

9:50

Amusing Animals: I will ask the

Students will pick their
Handouts for animal
students to write about their favorite favorite animal to write about. information, crayons,
animal: What they know and what
markers.
they want to learn.

Show an example of what I want
When students have finished their
Draw their animal.
description, they will draw the animal
at the top of the page.

They will then share what they wrote
and drew in front of the class.

Practice writing.





Share what they wrote
and drew with the class.

References:
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