Kelly Maiello 2-Day Literacy Plan Monday, 9am 11 am Time 9 - 9:15 Activity Reading minilesson on inferences 9:15 9:40

40 Independent Reading Teachers Role Model thinking so students see how to use context clues and text to make an inference. Hold informal reading conferences with students to check progress of reading and making inferences. Students Role Listen, and then apply strategies modeled by teacher to make their own inferences in their independent reading book. Mark down at least four inferences they made while reading their independent reading book. They can mark the inferences on post-it notes, or in their reading journal. 9:40-10 Interactive Read Aloud 10- 10:15 Writing minilesson on adjectives 10:15-11 Independent Writing Use a book that has the reader Actively listen and participate in make a lot of predictions and inferences while reading. Model teachers own writing to show how to add adjectives to make writing more descriptive. Hold informal writing conferences with students, and check class progress of adding adjectives. turn and talks. Will be asked to make predictions and inferences. Listen, and then apply strategies modeled by the teacher to add at least 4 adjectives to their current piece of writing. Add at least four adjectives to their current piece of writing, and also continue to edit their own work. They may edit/share their work with a peer.

Tuesday, 9 am 11 am Time 9 9:40 Activity Literature Circles Teachers Role Monitor groups reading progress, and prompt discussion with questions. Students Role Read their assigned book with their group, actively taking notes while reading (whether by post-it notes or in their reading journal). Have discussions with group members about assigned reading. 9:40-10:15 Investigation Walk around and monitor groups progress. Listen to groups discussions, and keep them on track. Prompt them with questions if necessary. Students will work in their assigned groups to work on group book project. Their job is to compare and contrast two characters from previous books weve read. They should be working collaboratively and engaging in good discussion. 10:1510:30 Writing minilesson on adverbs 10:30-11 Independent Writing Continuing from the previous day, model teachers own writing on how to add adverbs. Informal writing conferences with students, and check class progress of adding adverbs. Actively listen, and then apply strategies to students own piece of writing. They should add at least 4 adverbs. Students should add at least four adverbs to their own piece of writing. Afterwards, they can share/edit their work with a peer.