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DAILY DOUBLE PLAN
DAILY DOUBLE PLAN

Name: Sarah O’Connor

Subject/Time: Reading Workshop, 10:35-11:20am

Date: 3.19.13

Overview

 

Key Lesson Elements

Unpacked Common Core

What is the Teacher Doing?

What are the Students Doing?

Benchmark:

Do Now (3-5 minutes):

 

(Written on the Whiteboard and told to students as they walk in the room)

Students enter the classroom after bathroom

1.RIT.2 Identify the main topic and retell key details of a text.

1.RIT.7 Use the illustrations and details in a text to describe its key ideas.

How did I use Post-its this morning during my read aloud? (prompt, did I write down questions, did I make connections, or did I write down new ideas or new things I learned)

(Read Do Now aloud to students) First grade, as you think about this question, I need you to look at my book to remind yourself of where my Post-its were and what I wrote on them. (Read Post-its to students)

break (10:35) at a Level 0, get the books from the tops of their desks, get a pencil, and come to the carpet. Students sit on the carpet with their hands folded in their laps and their book and pencil underneath them, with their eyes facing forward. Students reflect on the Do Now on the whiteboard, and they were also told the Do Now as they entered the classroom.

Allow students to turn and talk with their buddies to remind each other of how I used Post-its during my read aloud in the morning.

Students participate in a turn and talk with their reading buddies (same F&P level) to remind each other of the use of Post-its in the morning.

Cold call students to share what they remembered with their buddies about my use of Post-its.

State Lesson Objective & Lesson Agenda

 

Readers ask themselves “What did I just learn?” when reading leveled nonfiction books

by using Post-its to write their new knowledge.

“I Do” Input (1-2 Key teaching points):

 

Check for Understanding:

Readers, when we are reading our books in our

book box, we don’t read just to find tricky

Students are sitting on the carpet at a Level 0

words, we don’t just read to look at pictures. We

in their reading spots, listening to the teaching

read because we want to learn something,

point. (Students are seated next to their

especially when we’re reading nonfiction. We always need to make sure as we’re reading, and especially at the end, we’re asking ourselves, “What did I just learn?”

reading buddy-a student at the same or similar reading level- to be prepared for turn and talks)

As readers, we don’t have to wait until the end

of our books to ask ourselves what we just

learned; new learning is everywhere! As you’re

reading, you can look at a photograph or a

drawing and ask yourself what you are learning

from it. If you get through a tricky word, a new word in your nonfiction books like you talked about yesterday with Ms. Wade, you can ask

yourself, “What did I just learn from that word?”

While we are reading together, we are going to put up a Stop Sign (model hand in front to mimic stopping) at every Post-it to ask

DAILY DOUBLE PLAN
DAILY DOUBLE PLAN
   

ourselves “What did we just learn?”

 

Objective(s) SWBAT:

“We Do” Guided Practice:

 

Check for Understanding:

Readers ask

themselves “What

when reading

Readers, you brought your new nonfiction

ask yourself, “What did I just learn?”

Students are sitting on the carpet at a Level 0,

did I just learn?”

leveled nonfiction books by using Post-its to write

books from me to the carpet with you. You and your buddy have the same book with Post-its in the same spots! Those Post-its are your Stop Sign, the part in your book where you stop and

listening to expectations. Students participate in checks for understanding through cold call

their new knowledge.

Why do you think it is important to ask yourself what you just learned or what you just read? (Prompt answer from students about understanding our books and always learning new information about our nonfiction books so our brains will get stronger)

Students participate in a turn and talk with their reading buddies about why it is important to ask themselves what they just learned.

On this part of your book, you are going to write a response, draw a picture of what you learned, or draw a face to show how you feel about what you learned.

Students read their nonfiction book until they reach the Post-it in their book. Books are

Are you going to just copy the words from your book onto your Post-it? Why not?

nonfiction books chosen by student interest and F&P level, and students are reading the same books as their reading buddy to promote

Can prompt, “the words are already in your book; I can see them there and don’t need to see them on your Post-it.

shared responses and understanding when they share with each other.

I want to see that new learning in your

Partner A reads their response or explains the

Partner B reads their response or explains the

own words”

drawing about what they learned to Partner B.

Incorporate assessment/rating system into writing group Post-its: use of anchor chart Post it for what we can put on a Post-it to record our new learning including examples and non-examples. Students will have the opportunity to reflect on the anchor chart and rate their own Post it as a big smiley face (has what it needs as modeled on the anchor chart) or a thinking face (need to think and write some more to get it right).

Partner B listens and shows their buddy a big smiley face for a written Post-it that follows expectations and a thinking face to show their buddies if they need to think about it more.

drawing about what they learned to Partner A. Partner A listens and shows their buddy a big smiley face for a written Post-it that follows expectations and a thinking face to show their buddies if they need to think about it more.

Vocabulary words/Key

“You Do” Independent Practice:

 

Concepts:

Check for Understanding:

Students get their book boxes and their

“What did I just learn”

Circulate the room, photographing students writing big smile Post-its (close up photo of the Post-it as well as photos of students writing). Sit

cushions, and they find their independent reading spot and begin reading their new nonfiction book at a Level 1 or 0. As students come across the Post-its in their books, they

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Modifications/

 

with students to prompt deeper thinking about

stop to ask themselves “What did I just learn?”

Accommodations

what they are reading; remind students “We

words!”

They write that information on their Post-it, and

When students are finished with their first

Minor calling out from Maleek will be

don’t just want to copy what we are reading, we want to write what we learned in our own

continue reading.

redirected with a visual or a hand gesture.

Mid-workshop teaching point:

nonfiction book, they set it aside and choose another book in their book box to continue

When Adrian enters the room, I will check in with him and reinforce expectations as he is

(Interruption to independent reading) First grade, I have been walking around to see what you have been learning as you are reading your new nonfiction books from me, and I noticed

reading. Students read independently for 20 minutes.

typically out of the room for the I Do/We Do portion.

writing

I thought it

go back to look at _____

’s

Post it, he/she felt

 

about his/her new learning.

Exit Ticket (aligned to lesson objective) or assessment:

 

Students’ Post-its from their nonfiction books are collected and assessed. Their work is judged by the following criteria:

During the closing, students bring their Post-its with their names on them to the carpet and place in the exit ticket basket to be collected by myself.

-They drew or wrote about new knowledge they gained from their books. -(E readers and up) They reflected on their new knowledge in a Post-it, using their emotions.

Materials & Technology

Closing/Preview for next lesson:

 

Read aloud book

First grade, I can already tell that we are learning so many things from our nonfiction books! I

Leveled book for

have a whole container full of new learning and new ideas that you have from your new nonfiction

We Do instruction Nonfiction books to hand out to students by F&P level with Post-its already placed inside

books! I want to see your thumb up if you used all of the Post-its inside your book to write down something new you have learned. (survey for thumbs).

Homework:

Students complete reading logs each night as reading homework.