D A I L Y D O UB L E P L A N

Name: Angie Atwell Overview

Subject/Time: Literacy

Date: 11/01/2012

Unpacked Benchmark, CDAS, CRS, or IL State Standards. CCSS.ELALiteracy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Key Lesson Elements What is the Teacher Doing? What are the Students Doing? Do Now (3-5 minutes): -When I say go, grab a pencil and take your reading textbook out of your desk and transition to the rug at a level zero. Your book should be in your lap with your paper on top and your hands folded. GO! **Narrate immediately, _____ is pushing in her chair, _____ is walking at a level zero, _____ took a seat quickly in his square and his hands are now folded on top of his book. I know ____ is ready because his paper is on top of his book and his hands are folded. Wow! -Introduce The Costume Copy Cat to students -Today I brought a book called The Costume Copycat, it is one of my favorite books! -Take a close look at the cover of the book. What do you see? What do you notice? -When I say go, I want your elbows up and I want you to turn and talk to your partner about the cover and make a prediction about what the book may be about. **Immediately narrate students who comply, _____s elbow is up, she has found her partner, they are already discussing! WOW! -Allow 2-3 partnerships to share what they discussed State Lesson Objective & Lesson Agenda Remember, good readers always track their thoughts. We are going to practice tracking our thoughts while we read today. I Do Input (1-2 Key teaching points): -Discuss importance of tracking thoughts while reading and leaving tracks -Reading is not just about words, reading -Listen as teacher explains concept of stopping and jotting and the importance of tracking thoughts while reading -Look and listen as teacher introduces book for read aloud -Transition to rug at a level zero with a pencil and textbook

-Examine cover of book

-Turn and talk with elbow partner about cover of book and predictions

-Share out discussion with classmates

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is thinking! -When we read we might be reminded of something or we might wonder something. -Model thinking while reading, stop and jot thought for students, stick sticky note on cover We Do Guided Practice: -Stop at various parts in the book and have students stop and jot or draw on their graphic organizers. Teacher will stop 4 times and model if necessary. -Teacher will have students share with their elbow partners or share out with the entire class at times Check for Understanding: -Teacher will scan rug to make sure students are all stopping and jotting -Teacher will listen to student conversations to ensure students are on task and understand what they should be doing You Do Independent Practice: -Wow! I loved seeing you all work so hard at tracking your thinking as we read. This is something you should always do when youre reading. In a minute, I am going to transition you back to your seats. When you get to your seat, you are going to get a piece of paper. On this paper, I want you to write me a sentence or two about what the story mostly made you think about. You dont have to retell me the story, just tell me what The Costume Copycat mostly made you think about. After you write, draw me a picture that supports your writing. GO! **Immediately narrate as counting down, _____ is already in his seat. _____ just took a pencil out of her caddy and has already started writing. ______ is almost seated. ______ is beginning to work. Check for Understanding: -Head back to seat at a level zero -Begin working on writing piece -Watch as teacher models stop & jot strategy

Objective(s) SWBAT: I can track my thinking as I listen to a grade level text read aloud

-Stop and jot each time teacher prompts

-Share with elbow partner or entire class when directed

Vocabulary words/Key Concepts: -Track your thinking -Stop and Jot

Modifications/ Accommodations

-Teacher will encourage students who have difficulty writing to draw pictures to track their thoughts

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-Teacher may ask student to reiterate directions, _______ what are we going to do when we go back to our seat? _______ what are we going to write about? -Teacher will circulate throughout classroom to ensure students are on task -Teacher will conference with students while circulating to check for understanding Exit Ticket (aligned to lesson objective) or assessment: -Teacher will have 2-3 students share their writing in front of the class -Share out work with classmates

Materials & Technology -The Costume Copycat -Post It Notes -Stop & Jot recording sheets Homework: n/a

Closing/Preview for next lesson: Tomorrow, we will have an opportunity to track our thoughts with another read aloud. Remember you can always practice this strategy when youre silent reading.