My

First Ten Days of Teaching Literacy

Section 1






By
Shannon Hey

October 7, 2014

Table of Contents:

Literacy Block






Acronyms





First Ten Days





Regular Literacy Block




Literature Circles




Literacy Block Procedures




I-Chart






Transitions





Check-In Form





Conference Chart




Group Check-In





Where Will the Children Read and Write?

All About Books





I PICK






Book Box






Classroom Library





Tracking Growth





Classroom Management Strategies/Procedures

Attendance





Going to the Bathroom




Talking Stick





Transitions





Raise Your Hand





Talking Stick





Classroom Design





Colours






Theme






Images of Classroom




Lighting






Layout






Resources/Areas in the Classroom


Reading Corner





Gathering Space





Classroom Library




Computers





Other Materials





Seating Arrangements




What Are On My Walls?





Daily 5 Outline





I-Charts

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Word Wall

Display Their Work

Bulletin Board

Handouts for Parents

Samples



References/Sources

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Grade level: 2

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 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.

Acronyms:
Read to Self: R
Read to Someone: RS
Listen to Reading: L
Work on Writing: W
Word Work: WW

Day 1: Introduce R.
Day 2: Continue with R.
Day 3: Introduce RS and continue with R.
Day 4: Continue with RS and R.
Day 5: Introduce L and continue with RS, and R.
Day 6: Continue with L, RS, and R.
Day 7: Introduce WW and continue with L, RS, and R.
Day 8: Continue with W, L, RS, and R.
Day 9: Introduce WW and continue with W, L, RS, and R.
Day 10: Use today as an extra day if needed or start the regular routine
incorporating all five sections, as shown further below.

Once the students have a grasp on each section, the flow each day for the literacy
block for the rest of the year will be:

8:30 Arrival: Students will put their bags and coats away in their designated area,
which will be organized by alphabetical arrangement of their first names. Greet each
student as they walk through the door and take attendance after everyone has been
seated.

8:40 - Classroom Meeting: In a circle, we will discuss problems of the previous day,
the itinerary of the current day, and address any concerns or questions. A mini
lesson should be incorporated before the meeting has adjourned.

9:00 Readers Workshop: Choice between Read to Self, Read to Someone or Listen
to Reading.

9:15 Mini Lesson
9:20 - Readers Workshop: Choice between Read to Self, Read to Someone or Listen
to Reading.

9:35 Brain Break

9:40 - Readers Workshop: Choice between Read to Self, Read to Someone or Listen
to Reading.

9:55 Mini Lesson

10:00 Writers Workshop: Choice between Work on Writing or Word Work.

10:15 Brain Break

10:20 - Writers Workshop: Choice between Work on Writing or Word Work.

10:35 Review of what we did today. Discuss stamina (fill in Stamina Chart).

The only day that will vary in terms of the literacy block will be Friday. I feel as
though this is a great way to end the week and to celebrate the students hard work!
On Fridays, I will introduce choice they will be able to choose which sections they
want to work on for half the literacy block. The second half, they will participate in
literature circles. Literature circles, the child version of a book club, are a
collaborative and student-centered strategy. The focus is to allow students to
develop good reading skills.

Literacy Block Procedures:

When introducing the sections, the class will record the desired behaviors on the
I-Chart. (Each section will have a different I-Chart with different behaviors listed).
These charts will be posted on the walls for students to see. Dont forget to add
pictures that represent the behaviors for a visual reminder!

Transitions: I will have jingle bells as a quiet signal that I will shake to let the
children know that a transition is being made and they must now move on to the
next section or gather for a mini lesson.

Between each transition, the students will take a clothing pin with their name on it
and pin it on to the appropriate chart, keeping in mind that theres a maximum of 6
students per section. This way I will be able to track the students weekly with my
own Daily 5 Check-In Form (photocopy from The Daily 5 textbook, page 112).

I will also make a chart for having a one-on-one

conference. If a child has any questions or
comments about the Daily 5 or their progress,
they can take their pin and put it on the
Conference Chart. I will make a personal note
in my own tracking chart of which students
have come to me for a conference. If a student
books a conference with me on a regular basis,
I should look into it. However, if I notice a
student that hasnt booked a conference with
me, I will go see that student and ask them to
put their name on the chart so that we can
discuss their progress or concerns in reading
and writing.

At the end of each section, the students will go
in gathering space for a Group Check-In. They
will reflect on the behaviors that are listed on
the I-chart and determine their personal
success by indicating with their fingers:
1. Below Standard
2. Approaching Standard
3. Meeting Standard
4. Exceeding Standard

Where Will the Children Read and Write? Chose a Successful Spot:

The students will be spread out in the classroom during the workshops. For the
reading workshop, they have the choice of going to the Reading Corner or staying at
their desks. They can sit where they want, as long as they are EEKK. For the writing
workshop, they can chose to work at their desks or at the kidney table at the back of
the classroom (near the classroom library and computers for word work).

All About Books:

- I PICK (Independent Book Selection): I will encourage students to select good-fit
books every time they take out books from the classroom or school library, the local
library or store, without worrying about what level they are at. This will allow them
to read at 99 percent accuracy. I will teach them what to look for in a book to
become a better reader:

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?

- Book Box: Each child in the classroom will have their own book box filled with
good-fit books. At first, I will select books for them to engage them in reading,
however once they are educated on I PICK they can fill their own boxes.

- Classroom Library: A well-stocked learning environment that has materials that
are organized offers opportunities for lots of reading activities. There are two basic
principles:
1. Materials that are available: Contains a variety of reading materials that
are available. The classroom will also have enough books for all the students
and that are appropriate at all levels for independent and recreational
reading.
2. Materials that are accessible: The materials should be at the levels of the
eyes and hands of the students. I will also organize the books in such a way to
peak their interest. This involves specific and intentional arrangement of the
books and objects, which will hopefully grab the attention of the young
readers. This will allow the students to explore new genres, authors, and
perhaps discover new interests.

Tracking growth:

When we do the group check-in, I will make a note of any student who ranks 2 or
below, and assist them if need be or provide them with support. Most of my
assessments will be done over reading and writing practices. For instance, I will use
the running record strategy for following my students progress with reading.

Classroom Management Strategies/Procedures:

- Attendance: When the kids walk through the door,

the first thing they will do is look at the attendance
board and answer the question of the day by taking
their name and placing it under either yes or no.
This way taking attendance is more interactive and
they practice their reading at the same time.

- Going to the bathroom: I will have two bathroom
blocks on my desk, a pink one and a blue one. If a
student needs to go, they dont need to ask me. They
can simply take the corresponding block and put it on
their desk. That way, I know who is not in class by just
looking to see who has a block. This is also a safety
strategy (for example, when theres a fire alarm).

- Talking Stick: I will have a stick designated for
classroom meetings and literature circles. This way,
the students talk one at a time and listen to their
peers.
- Transitions: As mentioned on page 3, I will have
bells to indicate a change in the classroom.

- Raise your hand: To ask a question at any time.

- Rules: These will be displayed on the bulletin board and created both by the
students and I.

Classroom Design:

Colours: Yellow walls and light blue and green accents

Theme: Nature/Enchanted Forest`

I want a clean and clutter free learning environment. It must feel spacious yet lived-
in. The classroom will be decorated with trees, flowers, and elements you would
find in a fairytale book. The plan is to create
an interesting classroom that will entice
children to learn. I will add components of
the following pictures:

A large and dominant tree displayed near
the Classroom Library. I will add the
students names on the leaves of the tree.
The students will decorate the leaves with
glitter, markers, and gems


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This is a general idea of what I want my Reading
Corner to look like. I love the idea of having a rug and
pillows for the kids to lay and sit on. I would also add
couches/sofas and a beanbag chair. I want them to be
comfy and relaxed so that they can enjoy reading as
much as possible!

This tent will be the center of the Reading
Corner. It reminds me of a magical cabin in the
woods. The children can come and read quietly
in this area.












A reading table that reminds me of Alice in
Wonderland. The students can come here
during the Reading Workshop.
















I love the idea of having books hanging from the ceiling it fits the fairytale theme!

These cute little cushions will be put in the Reading Corner.

Lighting is such an important element most teachers ignore. Fluorescent lights can
be too bright for some children, and flickering lights can also be distracting. This is
why natural lighting and lamps are a good alternative.






These hanging lights
would fit the enchanted
forest theme perfectly.


These beautiful homemade lights will be hung above the Reading Corner. A link on
how to make them is posted in Sources.

Layout:

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Resources/Areas in the Classroom:

- Reading Corner: This is at the bottom right of the classroom. Students can come
here during the reading workshop. This area will have rugs, lamps, a tent, tables,
and tons of seating options.
- Gathering Space: Students will take a seat in the reading corner; they can sit on
the sofas, chairs, beanbags, and on pillows. I can ask my students to gather here for a
mini lesson, a brain break, a meeting or after a section has been completed for a
group check-in.
- Classroom Library: This is in the back middle of the class. For more details, see
All About Books on page 4.
- Computers: I would like to have at least two computers at the back of the class for
students to use for projects.

Other Materials:

- Low tables for floor sitting
- High counters for stations and standing
Seating Arrangements:

The students will be in groups of four with their necessary materials in the center of
their desks (ex: extra lined paper, scissors, glue, pencil sharpener, erasers, etc.) to
facilitate activities and to maximize learning time.

My desk will be visible from the classroom door.

What Are An My Walls? (Related to literacy):

- Daily 5 outline
- I-Charts
- Word Wall: Have a wall designated for words of the week/month.

Display their work:

Its important to display students work. Like in art, you can display literacy. If they
write a great paragraph or story, I will display them for all the students to read. It
encourages them to work hard and it especially makes the students feel proud.
These will be displayed near the classroom library.

Bulletin Board:

The bulletin board will be reserved for important rules to remember.

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I will ask the class what rules they believe are important and together we will make
a small list of rules for the classroom. Students will sign their names at the bottom
so they know that they will have to follow them.

Handouts for the parents:

I will send home a note for the parents to explain the Daily 5 and what the students
will be doing during the week in terms of the literacy block. I will also send home
examples of activities for parents to understand my expectations of the children.


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Samples (to photocopy or refer to):

- Sample Parent Letter, The Daily 5, page 168.
- Stamina Chart, The Daily 5, page 159.
- Daily 5 Check-In Form, The Daily 5, page 112.

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References:

http://seusstastic.blogspot.ca/2011/09/im-obsessed-with-daily-5-check-out-
my.html
Boushey, G., & Moser, J. (2014). The daily 5: Fostering literacy independence in the
elementary grades. Portland, Me: Stenhouse Publishers.

Sources for pictures:

http://www.pinterest.com/pin/163044448979482129/
http://www.schoolgirlstyle.com/2014/02/enchanted-forest-classroom/
http://media-cache-
cd0.pinimg.com/originals/fa/30/44/fa304453f1a84c51bfdd172306fadddf.jpg
http://www.pinterest.com/pin/270216046364296251/
http://media-cache-
ak0.pinimg.com/originals/2c/d3/ea/2cd3eaff26088c56bd75db11611d29e3.jpg
http://www.redtedart.com/2012/04/09/egg-carton-spring-crafts-blossom-fairy-
lights-from-egg-cartons/
http://www.pinterest.com/pin/558868634979539676/
http://www.pinterest.com/pin/454089574898289427/
www.ateacherwithoutaclass.com
http://www.pinterest.com/pin/230035493440138041/
www.tips-for-teachers.com

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