Day 1 Literacy Block:

Schedule:
Readers
Workshop

Students will engage in a

mini-lesson about
inferencing using the
book Rules by Cynthia
Lord

Writers
Workshop

Students will engage in a

mini-lesson on how to
end their personal
narrative stories based
on their idea they got
from their writers
notebook

Word Study

Students will be given

spelling words for the
week and sort words
using patterns they see.

Students Role

Teachers Role

The students will begin

lesson by watching the
model of what an
inference is. Then
students will complete
some examples with the
teacher. Using their
literature circles and a
post it to find an
inference in the book
and describe what it
really means, students
will complete
independent practice.
The students will be a
lesson with watching
the model of what
different endings are.
Then students will
complete examples of
possible ways to end
stories based on the
examples on the
projector. Then
students will write an
ending for their
personal narratives.
Students will
conference with teacher
as they are writing.
Students will be given
their new set of spelling
words for the week.
They will cut out the
words and then sort
them by the pattern
based on sounds they
hear.

The teacher will begin

the lesson by teaching
and modeling what
inferencing is. Teacher
and students will
complete guided
practice together.
Teacher will assess and
assist while
independent practice is
being completed.

The teacher will model

examples of endings
students can use in their
narratives. Then the
teacher will practice
examples with students.
The teacher will next
assess and assist
students as they write
endings for their
personal narratives. The
teacher will conference
will with students about
narratives.
The teacher will give
new spelling words with
cut outs. Then they will
observe, assist, and
assess while students
complete the activity.

Day 2 Literacy Block:

Schedule:
Readers
Workshop

Writers
Workshop

Word Study

Students Role

Students will
independently read for
15 minutes. Students
will gather in their
Students will engage in circles to discuss their
literature circles with
literature books. They
there groups and
will share and discuss
discuss based on the
their post-its based on
post-its they wrote
their comments,
questions, thoughts,
exclamations, favorite
parts, etc.
Students will engage in Students will observe
a mini-lesson on how to model and learn new
transition words. For
use transition words
guided practice,
when writing a
students will make a
personal narrative
based on ideas written chart with the teacher
of possible transition
in their writers
words. For
notebook.
independent practice,
students will add
transition words to
personal narratives
and then gather at the
carpet to share one
example from their
story.
Students will organize
Complete a worksheet
words by their suffixes.
about suffixes and
identify suffixes in their Then students will
complete a worksheet
spelling words.
based suffixes and
their spelling words.
Students will complete
independent reading
for 15 minutes.

Teachers Role
The teacher will
conference with
students as they are
independently to make
sure they understand
their literature circle
books. The teacher will
then observe students
as they participate in
their literature circles.
The teacher will model
transition words. Then
they will make the
chart on poster people
of transitions word
they know and the
students know. Next,
they conference with a
set of students about
their personal
narratives as students
add transitions. The
teacher will assess
students at the carpet
from their example.
The teacher will
explain what suffixes
are and provide an
example on the board.
Then students will
organize their words
based on the suffixes
they have. As students
do this, the teacher will
observe and make sure
students are organizing
correctly. The teacher
will then hand out the
worksheet and collect
it for assessment as
well as assist if a
student need help.