This pedagogically sound primary literacy block structure has been organized to include both partial and whole language teaching on a daily basis and emphasizes the gradual release of responsibility (modelled, shared, guided and independent reading and writing).
The *morning* literacy block can be broken down into 6 sections:
The *morning* literacy block can be broken down into 6 sections:
UPON ENTRY
Did you bring your homework bag into the classroom?
Did you complete a book exchange and/or return guided reading books?
Did you place Drooker’s Deliveries on your desk for me to collect?
Did you log into a classroom computer?
Do you have a highlighter, marking pen, sharpened pencil, eraser, dry erase marker? (If not, check the green bin for extras)
Is your desk neatly organized?
Did you complete a book exchange and/or return guided reading books?
Did you place Drooker’s Deliveries on your desk for me to collect?
Did you log into a classroom computer?
Do you have a highlighter, marking pen, sharpened pencil, eraser, dry erase marker? (If not, check the green bin for extras)
Is your desk neatly organized?
SECTION #1
MORNING SONG/ANTHEM/ATTENDANCE
MORNING SONG/ANTHEM/ATTENDANCE
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SECTION #2
CLASS UPDATES
CLASS UPDATES
SECTION #3
WHAT'S TRENDING
WHAT'S TRENDING
SECTION #4
PARTIAL LANGUAGE LEARNING
"Drooker's Daily Drills (3D)"
PARTIAL LANGUAGE LEARNING
"Drooker's Daily Drills (3D)"
SEPTEMBER
Our Spelling Strategies, CUPS, Our Proofreading Plan (OPP), Use of the Writer’s Toolkit, Types of Sentences, Run Ons, UWQSA, Transition Words, Contractions, Homophones, Plural Rules, Parts of Speech
Our Spelling Strategies, CUPS, Our Proofreading Plan (OPP), Use of the Writer’s Toolkit, Types of Sentences, Run Ons, UWQSA, Transition Words, Contractions, Homophones, Plural Rules, Parts of Speech
MONDAYS
Our Proofreading Plan/Sentence Editing
Our Proofreading Plan/Sentence Editing
TUESDAYS
Reading Comprehension
Reading Comprehension
WEDNESDAYS
6 Trait Writing
6 Trait Writing
SEPTEMBER: Ideas
OCTOBER: Ideas/Word Choice
NOVEMBER: Ideas/Word Choice
DECEMBER: Voice
JANUARY: Voice
FEBRUARY/ EARLY MARCH: Sentence Fluency
MARCH: Sentence Fluency
APRIL: Voice Revisited
MAY: Consolidation of Skills
JUNE: Consolidation of Skills
OCTOBER: Ideas/Word Choice
NOVEMBER: Ideas/Word Choice
DECEMBER: Voice
JANUARY: Voice
FEBRUARY/ EARLY MARCH: Sentence Fluency
MARCH: Sentence Fluency
APRIL: Voice Revisited
MAY: Consolidation of Skills
JUNE: Consolidation of Skills
THURSDAYS
Mixed Grammar Practice
Mixed Grammar Practice
FRIDAYS
Partial Language Learning Mini Units
Partial Language Learning Mini Units
1) Adjectives
2) Nouns
3) Vocabulary
4) Adverbs
5) Usage
6) Sentences
Note: Occasional EQAO and Reading Practice is interspersed on Fridays throughout the year
2) Nouns
3) Vocabulary
4) Adverbs
5) Usage
6) Sentences
Note: Occasional EQAO and Reading Practice is interspersed on Fridays throughout the year
SECTION #5
GUIDED READING
(Offset by Daily 5/Literacy Circles/Hybrid Approach)
GUIDED READING
(Offset by Daily 5/Literacy Circles/Hybrid Approach)
TERM 1: DAILY 5
Passport approach
MONDAY
Word Work
TUESDAY
Listening to Reading
WEDNESDAY
Independent Reading
Read at your desk and silently. Once complete, work on your reading journal
THURSDAY
EEKK Reading
Elbow, elbow, knee, knee. Taller person reads first out loud for 10 minutes. The listener sits on their book and assists with their decoding strategies. They can also comment on the reader’s pace, phrasing, and their expression. Roles are then reversed
FRIDAY
Writing Work
TERM 2: LITERACY CIRCLES
Students are subdivided into literacy circle groups. Each group has an assigned book. Group members will find a spot in the room to sit down in a circle facing one another. Members will take turns reading and will complete as much as they can in a 15 minute period. Subsequently, each member will take a post reading role. There is a chart that can be referenced on the whiteboard showing the rotation of roles. One member will take on the role of the discussion director (done orally), another as literary luminary (done orally), another as vocabulary enricher (completed on sheets available in the bins) and another as the group checker (completed on sheets available in the classroom bins). If you are unfamiliar with Literacy Circles, a more thorough explanation is available here: http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html#resources
HYBRID APPROACH
Students have been paired up and have been assigned a computer. During this 25 minute block of time, students will take turns reading a book from within their joint Raz Kids Reading account. Prior to reading, students are asked to consider the day's guided reading question/prompt: X Using their "Guided Reading Response" sheet (left in the white Guided Reading bin on my desk), they are to respond to the question/prompt, record any challenging and/or potent words they encountered and to offer the book a rating. Note: Should the day's question/prompt be unsuitable for the genre of book they chose to read, they are permitted to write N/A (Not applicable) in the answer space provided.
Passport approach
MONDAY
Word Work
TUESDAY
Listening to Reading
WEDNESDAY
Independent Reading
Read at your desk and silently. Once complete, work on your reading journal
THURSDAY
EEKK Reading
Elbow, elbow, knee, knee. Taller person reads first out loud for 10 minutes. The listener sits on their book and assists with their decoding strategies. They can also comment on the reader’s pace, phrasing, and their expression. Roles are then reversed
FRIDAY
Writing Work
TERM 2: LITERACY CIRCLES
Students are subdivided into literacy circle groups. Each group has an assigned book. Group members will find a spot in the room to sit down in a circle facing one another. Members will take turns reading and will complete as much as they can in a 15 minute period. Subsequently, each member will take a post reading role. There is a chart that can be referenced on the whiteboard showing the rotation of roles. One member will take on the role of the discussion director (done orally), another as literary luminary (done orally), another as vocabulary enricher (completed on sheets available in the bins) and another as the group checker (completed on sheets available in the classroom bins). If you are unfamiliar with Literacy Circles, a more thorough explanation is available here: http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html#resources
HYBRID APPROACH
Students have been paired up and have been assigned a computer. During this 25 minute block of time, students will take turns reading a book from within their joint Raz Kids Reading account. Prior to reading, students are asked to consider the day's guided reading question/prompt: X Using their "Guided Reading Response" sheet (left in the white Guided Reading bin on my desk), they are to respond to the question/prompt, record any challenging and/or potent words they encountered and to offer the book a rating. Note: Should the day's question/prompt be unsuitable for the genre of book they chose to read, they are permitted to write N/A (Not applicable) in the answer space provided.
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| guided_reading_assessment_sheet.docx |
| wordworkfavourites.doc |
| literacy_circle_roles.docx |
| literacy_circles.docx |
| guided_reading_response_sheet.docx |
SECTION #6
WRITING
WRITING
Since the school has yet to establish a writing continuum representing writing text forms taught in each grade (exposed and/or mastered), I have used my teaching expertise and models from other schools to create a monthly writing continuum appropriate for third grade (for the sake of this literacy block model). If you compare these foci to previous long range plans that I have submitted whilst teaching primary grades, you can see the progressive approach.
DAILY WRITING FOCI
MONDAYS
Media
MONDAYS
Media
SEPTEMBER: Introduction to Media
OCTOBER: Target Audiences/Focus Group Surveys, Logo Design: Typographic, Graphic, Hybrid
NOVEMBER: Print Advertisement Design: Logo, Slogan, Bribes, Colour as Feelings, Memorable Concepts
DECEMBER: Media Analysis: Audience, Text, Production Values
JANUARY: Media Analysis: Audience, Text, Production Values
FEBRUARY: Radio Advertisement Design, Script Writing
MARCH: Television Commercial Design, Script Writing
APRIL: Commercial Design
MAY: Commercial Design
JUNE: Review/Consolidation of Media Skills
OCTOBER: Target Audiences/Focus Group Surveys, Logo Design: Typographic, Graphic, Hybrid
NOVEMBER: Print Advertisement Design: Logo, Slogan, Bribes, Colour as Feelings, Memorable Concepts
DECEMBER: Media Analysis: Audience, Text, Production Values
JANUARY: Media Analysis: Audience, Text, Production Values
FEBRUARY: Radio Advertisement Design, Script Writing
MARCH: Television Commercial Design, Script Writing
APRIL: Commercial Design
MAY: Commercial Design
JUNE: Review/Consolidation of Media Skills
TUESDAYS
Monthly reading focus work
(Fiction/Non Fiction Retells, "Relates", "Reflects", Connections, Visualizing, Inferencing, Predicting, Questioning, etc.)
Monthly reading focus work
(Fiction/Non Fiction Retells, "Relates", "Reflects", Connections, Visualizing, Inferencing, Predicting, Questioning, etc.)
SEPTEMBER: 5 Alive Rule, Introduction to Decoding/Deciphering Strategies, Genres, Reading Diagnostic Tests
OCTOBER: Questioning, Intro to Fiction Retells
NOVEMBER: Predicting, Fiction Retells, Intro to Non-Fiction Retells
DECEMBER: Inferring, Fiction Retells, Non-Fiction Retells
JANUARY: Visualizing
FEBRUARY/ EARLY MARCH: Connections
MARCH: Connections
APRIL: Determining Importance
MAY: Summarizing/Synthesizing
JUNE: Consolidation of Reading skills
OCTOBER: Questioning, Intro to Fiction Retells
NOVEMBER: Predicting, Fiction Retells, Intro to Non-Fiction Retells
DECEMBER: Inferring, Fiction Retells, Non-Fiction Retells
JANUARY: Visualizing
FEBRUARY/ EARLY MARCH: Connections
MARCH: Connections
APRIL: Determining Importance
MAY: Summarizing/Synthesizing
JUNE: Consolidation of Reading skills
WEDNESDAYS, THURSDAYS AND FRIDAYS
Monthly writing text form work
Monthly writing text form work
(Poetry and Grammar interspersed throughout the year)
SEPTEMBER:, Diagnostic Testing, One by One Writing (“Give Me 6”), Basics of Descriptive Writing: Telling vs. Showing, Similes
OCTOBER: Intro to paragraphing, Descriptive Writing, Fiction Retells
NOVEMBER: Letter/Email Writing, Non-Fiction Retells
DECEMBER: Letter/Email Writing, Explanatory/Procedural Writing
JANUARY: Narrative Writing
FEBRUARY: Narrative Writing
MARCH: Writing in Role, Script Writing
APRIL: News Article Writing
MAY: Review Writing, Persuasive Writing
JUNE: Consolidation of Writing Skills
SEPTEMBER:, Diagnostic Testing, One by One Writing (“Give Me 6”), Basics of Descriptive Writing: Telling vs. Showing, Similes
OCTOBER: Intro to paragraphing, Descriptive Writing, Fiction Retells
NOVEMBER: Letter/Email Writing, Non-Fiction Retells
DECEMBER: Letter/Email Writing, Explanatory/Procedural Writing
JANUARY: Narrative Writing
FEBRUARY: Narrative Writing
MARCH: Writing in Role, Script Writing
APRIL: News Article Writing
MAY: Review Writing, Persuasive Writing
JUNE: Consolidation of Writing Skills
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AMBIENT STUDY MUSIC
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