(Tentative) Daily Schedule
10-20 minutes-Teacher Directed Mini Lesson (2-3 times a week)-Teacher will read aloud a book or a segment from a book demonstrating the skill for focus. The teacher will then conduct a short all class lesson to introduce the skill and model how it is used.
45 minutes-Student Directed Writing (Everyday)-Students are writing. This can be in pairs, groups, or individually. Students move their picture to share which writing stage they are in for their piece, this is the daily class status check. Teacher may model writing techniques for the first 15 minutes. The last 30 minutes are spent having 2-3 minute mini conferences with students.
10-15 minutes-Student Sharing (Everyday)-Students share their piece or a section from their piece. Peers and teacher are offering feedback and suggestions.
45 minutes-Student Directed Writing (Everyday)-Students are writing. This can be in pairs, groups, or individually. Students move their picture to share which writing stage they are in for their piece, this is the daily class status check. Teacher may model writing techniques for the first 15 minutes. The last 30 minutes are spent having 2-3 minute mini conferences with students.
10-15 minutes-Student Sharing (Everyday)-Students share their piece or a section from their piece. Peers and teacher are offering feedback and suggestions.
Rules and Procedures
Rules
1. Be respectful of others and their writing.
2. If working in groups or pairs voices must be kept at a whisper.
3. During writing time you must be working on a writing piece.
Procedures
1. Pay attention to the mini lesson.
2. When transitioning into writing, place your picture into the pocket describing the writing stage you are currently in with your piece (daily status check).
3. Find a quiet place to begin your work (this can be individual, with a group or pair, at your desk or in another comfortable area. Clipboards and alternative seating provided).
4. Be prepared for a mini conference to discuss your work and ask any questions.
4. When the chime sounds, transition to the sharing carpet and prepare to share or offer (respectful and helpful) suggestions.
1. Be respectful of others and their writing.
2. If working in groups or pairs voices must be kept at a whisper.
3. During writing time you must be working on a writing piece.
Procedures
1. Pay attention to the mini lesson.
2. When transitioning into writing, place your picture into the pocket describing the writing stage you are currently in with your piece (daily status check).
3. Find a quiet place to begin your work (this can be individual, with a group or pair, at your desk or in another comfortable area. Clipboards and alternative seating provided).
4. Be prepared for a mini conference to discuss your work and ask any questions.
4. When the chime sounds, transition to the sharing carpet and prepare to share or offer (respectful and helpful) suggestions.
ESOL Differentiation
Stage 1-Preproduction: Students will be present for the mini lessons. Students can draw/sketch in their first language for pre-writing/drafting stages. Student's will not be required to edit/revise in this stage. Students will be able to color their sketches and present neat work.
Teaching Strategies: Translation Dictionary will be provided. ESOL instructor utilization. Instruction involves a lot of visuals and modeling. Frequent conferencing.
Stage 2-Early Production: Students will be present for the mini lessons. Students can draw/sketch and label, words may be in English or their first language. Labeling and one-two word responses in English can lengthen into basic sentences with scaffolding. Students will now participate in some editing/revision.
Teaching Strategies: Translation Dictionary will continue to be utilized as student continue to builds vocabulary. ESOL instructor utilization. Instruction involves several visuals, examples, and teacher modeling. Frequent Conferencing.
Stage 3-Speech Emergence: Students will be encouraged to use word webs to start planning their pieces. Writing should be primarily in English. Students can complete pieces with teacher support.
Teaching Strategies: ESOL instructor utilization. Word webs and planning tools will be emphasized. Easing away from Translation Dictionary and explore new English vocabulary. Encourage group collaboration. Provide support and scaffolding as necessary. Frequent Counseling.
Stage 4-Intermediate Fluency: Errors are still expected. Students are expected to write in English for all stages of writing.
Teaching Strategies: Avoid over corrections. Encourage risk taking and trying new words. Conference frequently and clarify teaching points frequently.
*ESOL resources provided in Materials tab.
