8:25-9:00     Language Arts (Houghton Mifflin)

Opening: Good morning songs, Flag salute; calendar; letters, sounds, phonemic awareness.

Interactive Read Aloud: The students and I interact conversationally during a story while working on reading comprehension skills such as prediction, clarification, retell and monitoring as well as author, illustrator, and parts of a book. I teach reading behaviors I expect to see them using in independent reading.

                Shared Reading: Reading instruction where my voice is present in the reading along with theirs. I teach reading behaviors I expect to see them using in independent reading.

9:00-9:15  Writing (Step Up to Writing)

Interactive Writing: The students and I negotiate text and share the pen in writing. Our walls in the classroom are filled with student generated, negotiated, and written text. This writing is then used as a resource in their independent writing. I teach writing behaviors I expect to see them using in independent writing.

9:15-9:45  Independent Writing: Students write independently in their journals. I expect them to write sentences with sight words they know and to phonetically spell words they don’t know. I expect them to use words in the room that we have read or written.

9:45-9:55 RECESS

9:55-10:45  Literacy Centers/Guided Reading/Intervention: The students work independently on center activities that practice skills and standards already taught. During this time I pull reading groups and intervention groups.

10:45-11:15 Math: Math concepts are taught through read alouds, interactive writing and shared reading. The students are given time for hands-on practice using manipulatives. 

11:15-11:59  AM/PM Overlap: ELD/Science/Social Studies/Overlap

11:59-12:19  Student Lunch 

12:19            Dismissal

1055-11:15  Student Lunch 

11:15-11:59  AM/PM Overlap: ELD/Science/Social Studies/Overlap

11:59-12:35  Language Arts (Houghton Mifflin)

Opening: Good morning songs, Flag salute; calendar;     letters, sounds, phonemic awareness.

Interactive Read Aloud: The students and I interact conversationally during a story while working on reading comprehension skills such as prediction, clarification, retell and monitoring as well as author, illustrator, and parts of a book. I teach reading behaviors I expect to see them using in independent reading.

                Shared Reading: Reading instruction where my voice is present in the reading along with theirs. I teach reading behaviors I expect to see them using in independent reading.

12:35-12:50 Writing (Step Up to Writing)

Interactive Writing: The students and I negotiate text and share the pen in writing. Our walls in the classroom are filled with student generated, negotiated, and written text. This writing is then used as a resource in their independent writing. I teach writing behaviors I expect to see them using in independent writing.

12:50-1:20   Independent Writing: Students write independently in their journals. I expect them to write sentences with sight words they know and to phonetically spell words they don’t know. I expect them to use words in the room that we have read or written.

1:20-1:30  RECESS

1:30-2:20  Literacy Centers/Guided Reading/Intervention: The students work independently on center activities that practice skills and standards already taught. During this time I pull reading groups and intervention groups.

2:20-2:50  Math: Math concepts are taught through read alouds, interactive writing and shared reading. The students are given time for hands-on practice using manipulatives. 

2:50          Dismissal