D A I L Y D O UB L E P L A N

Name: Sarah OConnor Overview

Unpacked Common Core Benchmark:

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

Date: 3.19.13

Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes):

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.

(Written on the Whiteboard and told to students as they walk in the room) 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) 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. Cold call students to share what they remembered with their buddies about my use of Post-its.
State Lesson Objective & Lesson Agenda

Students enter the classroom after bathroom 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.

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.

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 dont read just to find tricky words, we dont just read to look at pictures. We read because we want to learn something, especially when were reading nonfiction. We always need to make sure as were reading, and especially at the end, were asking ourselves, What did I just learn? As readers, we dont have to wait until the end of our books to ask ourselves what we just learned; new learning is everywhere! As youre 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

Students are sitting on the carpet at a Level 0 in their reading spots, listening to the teaching point. (Students are seated next to their reading buddy-a student at the same or similar reading level- to be prepared for turn and talks)

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ourselves What did we just learn?

Objective(s) SWBAT:

Readers ask themselves What did I just learn? when reading leveled nonfiction books by using Post-its to write their new knowledge.

We Do Guided Practice: Check for Understanding:

Readers, you brought your new nonfiction 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 ask yourself, What did I just learn? 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 are sitting on the carpet at a Level 0, listening to expectations. Students participate in checks for understanding through cold call

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. Are you going to just copy the words from your book onto your Post-it? Why not? Can prompt, the words are already in your book; I can see them there and dont need to see them on your Post-it. I want to see that new learning in your own words
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).

Students read their nonfiction book until they reach the Post-it in their book. Books are nonfiction books chosen by student interest and F&P level, and students are reading the same books as their reading buddy to promote shared responses and understanding when they share with each other. Partner A reads their response or explains the drawing about what they learned to Partner B. 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. Partner B reads their response or explains the 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. Students get their book boxes and their 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

Vocabulary words/Key Concepts:

You Do Independent Practice: Check for Understanding:

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

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Modifications/ Accommodations

Minor calling out from Maleek will be redirected with a visual or a hand gesture. When Adrian enters the room, I will check in with him and reinforce expectations as he is typically out of the room for the I Do/We Do portion.

with students to prompt deeper thinking about what they are reading; remind students We dont just want to cop y what we are reading, we want to write what we learned in our own words! Mid-workshop teaching point: (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 ____________ writing ________. I thought it was a great idea to add (exclamation mark/ surprised face/etc) to the Post-it. I know, when I go back to look at _____s Post it, he/she felt _______ about his/her new learning.
Exit Ticket (aligned to lesson objective) or assessment:

stop to ask themselves What did I just learn? They write that information on their Post-it, and continue reading. When students are finished with their first nonfiction book, they set it aside and choose another book in their book box to continue reading. Students read independently for 20 minutes.

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

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.

First grade, I can already tell that we are learning so many things from our nonfiction books! I Read aloud book have a whole container full of new learning and new ideas that you have from your new nonfiction Leveled book for books! I want to see your thumb up if you used all of the Post-its inside your book to write down We Do instruction something new you have learned. (survey for thumbs). Nonfiction books to hand out to students by F&P level with Post-its already placed inside Homework: Students complete reading logs each night as reading homework.