Day 1: Monday

Time

Activity

Teachers Role

Students Role

9:00-9:10

Interactive Read
Aloud

-Reading aloud to
students while
thinking aloud as
they progress through
the text together
-Read book
beforehand to have an
understanding of the
book
-Encourage students
to connect to their
own lives based on
the reading

-Listen and model

after teacher thinking
-connect the text to
their own lives

9:10-9:20

Interactive Edit

-Using two or three

sentences that has
several errors in it
(ideally ones you
notice that your own
students are making
in their independent
writing, such as
sentence fragments,
punctuation,
capitalization,
spelling,
paragraphing,
indentation,
handwriting)
explicitly demonstrate
the process of editing
to the students

-Students will copy

down sentence strip
simultaneously while
the teacher interacts
with students and
edits each word or
phrase.

9:20-9:30

Word Study: Making

Connections

-Teacher will teach

students the rules and
principles of phonics
and spelling by
making connections
to other words.
-Teacher will make
connections by words
sounding like other

-Student will connect

words in many
different ways
-For example,
stationery: sounds
like state, vacation,
bakery
-Student will also
connect words to

words, homonyms,
homophones and
homographs

homonym. Example,
stationery has an
oral twinstationary
-Students will make
their own connections
to the words that are
relatable to their own
lives.

9:30-9:45

Minilesson

-Teacher will
introduce new
concept, give one or
two examples
-Remind students
what they learned and
how they will apply it
to their reading

-Student will give

teacher a few
examples on new
concept
-Student will remind
themselves on what
they have learned and
how to incorporate it
into their reading

9:45-10:05

Guided Reading

-Teacher will break

students up into
homogenous groups
-Provide explicit
teaching through:
introduction of text,
observing/conferring
with students during
reading, teaching
points after reading,
word work.

-Student will listen

to/participate in
introduction
-Read designated text
or part of text silently
-Read orally with
teacher occasionally
-Become more aware
of own reading
process and
participate actively in
instruction after
reading

10:05-10:15

Independent Reading

-Teacher breaks
students up into
independent work
individually
-Provides explicit
teaching through:
book talks,
minilessons,
conferring, sharing
-Teacher selects book
for students

-Student will read

silently
-Provide written
response as assigned
-Discuss/share the
book with teachers
and others

10:15-10:25

Minilesson

-Provide explicit

-Make connections

10:25-11:00

Independent Writing

teaching through
writers talk (a look at
a professional
writers life related to
their work)

with the
professionals writing
and illustrations to
spark ideas for own
writing.

-Teacher will
independently write
own story about their
topic alongside of
students
-Teacher will present
their work while
students are writing to
help them with
talking aloud

-Student will explore

what writers or
illustrators do through
studying them with
class
-Apply new
knowledge to
individual writing
-Select topic to write
about
-Share with writing
partner

Information found from Fountas and Pinnell in the book Guiding Readers and Writers
Fountas, Irene C., and Gay Su. Pinnell. Guiding Readers and Writers: Teaching Comprehension,
Genre, and Content Literacy. Portsmouth, NH: Heinemann, 2001. Print.

Day 2: Tuesday
Time
9:00-9:10

Activity
Interactive Read
Aloud

Teachers Role
-Reading aloud to
students while
thinking aloud as

Students Role
-Listen and model
after teacher thinking
-connect the text to

they progress through their own lives

the text together
-Read book
beforehand to have an
understanding of the
book
-Encourage students
to connect to their
own lives based on
the reading
9:10-9:20

Poetry Reading

-Teacher will let

students sign up to
read a published
poem or recite one
from memory
-On this day, the three
students who signed
up will present their
poem to the rest of
the class orally

-Student will read

aloud poem that they
have rehearsed or can
recite them from
memory
-Poem student reads
is a published or one
that they have written

9:20-9:30

Current Events (2
students)

-Teacher will allow

students to share their
current event that
arise from their
independent writing
assignments that they
prepared as
homework.
-Teacher gives
student guidelines (at
least 3 paragraphs,
includes opinions, 5
Ws, summarize, and
use own words.
-Teacher will advise
students to respect
their presenters
opinion.
-Teacher will lead
class applauding after
presenter presents.

-Student will present

their current event
that they wrote for
homework.
-Student will present
with a clear, loud
voice, speak with
feeling, respond to
the audience
respectfully.
-Student will evaluate
themselves on the
criteria that they have
prior knowledge on.

9:30-9:45

Minilesson

-Teacher will
introduce new

-Student will give

teacher a few

concept, give one or

two examples
-Remind students
what they learned and
how they will apply it
to their reading

examples on new
concept
-Student will remind
themselves on what
they have learned and
how to incorporate it
into their reading

9:45-10:05

Literature Study

-Teacher explains the

routine for discussion
-Teacher
demonstrates,
summarizes, and
creates a written
responses

-Communicate with
reading partner about
text and meeting
times
-Read the text before
meeting with group
-Student will engage
in group discussion
from the guide lines
-Student will take
turns talking and
facilitating
-Provide written
response

10:05-10:15

Independent Reading

-Teacher breaks
students up into
independent work
individually
-Provides explicit
teaching through:
book talks,
minilessons,
conferring, sharing
-Teacher selects book
for students

-Student will read

silently
-Provide written
response as assigned
-Discuss/share the
book with teachers
and others

10:15-10:20

Minilesson

-Teacher will talk

aloud and bring up
the topic animals
-Teacher will share
with students her
writing that she wrote
from her
investigations

-Students will talk

with their writing
partner and
brainstorm unique
animals that they are
interested in writing
about

10:20-10:45

Investigations

-Teacher will spark

students interest

-Students will ask

questions

10:45-11:00

Guided Writing

-Provide guidelines,
and structures for
projects
-Provide materials
and talk aloud for
students to brainstorm
ideas

-Student will gather

resources from print
and online
-Student will share
resources

-Teacher will tell

students to go to their
desks with their
Chromebooks and
Google Docs open.
-Teacher will talk
with table groups
about their writing
topics

-Students will
participate in table
discussion with
teacher
-Student will use
feedback from
teacher and students
in revision and
editing.

Information found from Fountas and Pinnell in the book Guiding Readers and Writers
Fountas, Irene C., and Gay Su. Pinnell. Guiding Readers and Writers: Teaching Comprehension,
Genre, and Content Literacy. Portsmouth, NH: Heinemann, 2001. Print.