Wednesday Time

9:00- 9:15

Activity
Mini lesson on making an inference and comparing and contrasting to making a prediction

Teachers Role
1. I model my thinking with an in text example showing the inference and making a prediction 2. Using another example I ask students and guide them to answer and ask how making an inference compares to making a prediction 1. Status of the class 2. Monitoring students 3. Some student in a small homogenous group that have a certain reading task 4. Helping students with reading task 1. Listening and restating what is said 2. When restating, I give feedback to students on their findings I read out loud to students, stopping to model my thinking and allow students to make predictions, connections, and wonderings 1. I model my thinking by giving an example 2. I ask for student to give me another two examples and guide them through (interactive edit) Monitoring the students as they work and answering any question that they may have 1. Monitor students to ensure everyone is participating 2. Could also conference with students who are really struggling 1. Listening and restating what is said 2. When restating, I give feedback to students on their work

Students Role
1. Students are engaged in the text and are prepared for discussion Students turn and talk to come up with examples of an inference and how they compare to predictions Independently come up with own inference idea Reading a self selected book independently Participating in group discussion and reading out loud for teacher when called upon Sharing their findings Listening to others

2.

3. 1. 2.

9:15- 9:40

Independent Reading/ Guided Reading

9:40- 9:45

Class discussion sharing inferences students found and how they compare and contrast to predictions Interactive Read Aloud with evidence of inferences

1. 2.

9:45- 10:00

Students are engaged in story and are prepared for questions and discussion 1. Students listen and are engaged in lesson 2. Contribute with coming up with examples (interactive edit) Students work independently on their similes and metaphors Students are working together to see what other came up with, how their work is, and what they and their peers can improve on 1. 2. Share their work Listen to classmates

10:00- 10:15

Mini Lesson on descriptive language

10:15- 10:40

Independent Writing

10:40-10:50

Guided writing where students can do peer editing

10:50- 11:00

Closure of Lesson/ Group Share of some changes that needed to make