For the First Few Weeks of School, My Plans Look Like This

For the first few weeks of school, my plans look like this:

Day One: Book Frenzy. All students select an independent book to read and we share how we chose the book. I create a chart of the methods students used to select their books. I also issue the Reading Interest-A-Lyzer survey that I mention in The Book Whisperer, and give students some time to finish it. When they finish the survey, I give them time to read. Along with general housekeeping like attendance and introductions, this takes up the entire 90 minutes of class.

Day Two: We assemble our reader's notebooks. Students work in groups to guess how they think we will use each section. I have attached all of the sheets for the notebook here, as well as instructions for assembling one. Set aside time for reading, also.

Day Three: We begin class with a Status of the Class check, which is included in the notebook. Students record an entry, then we share around the room. We do this for about the first month until students are ready to write response entries. It takes a long time at first, but students get the hang of it. Give students General Interest Survey, and give them time to read. Begin class read aloud. I am considering The Strange Case of Origami Yoda and Out of My Mind by Sharon Draper as my first read alouds.

Day Four: We decorate and set up our writer's notebooks. Status of the Class check, reading time, and read aloud part of daily routine from now on... Rights of the Reader conversation.

Day Five: I am usually conferring with kids by this point during reading time to discuss the books they chose and whether or not they are working for them. Show students how to use the reading list in their notebooks. Hold our first book commercials and assign Inferring Box project. The Inferring Box: Students select a container and ten items that reveal something about them. No pictures that include them. On the following Friday, we hold a museum walk and students try to guess who each box belongs to using the clues in the box. We use the ten items and the corresponding interests or information as potential writing topics. May hold first book commercials and show students how to keep a Books To-Read List.

Day Six: We read "The Jabberwocky" and discuss our confusion and the strategies we use to make sense of the poem. We make a chart of fix-up strategies. Students record all lessons and practice in reader's notebooks.

Day Seven-Fifteen: Begin teaching genre, includes a review of characterization, setting, and plot. This lesson and the genre sheets are included in The Book Whisperer. We read short stories, articles, and poems from our literature book as shared texts that illustrate each genre. Students begin writing response entries based on prompts I select. This will serve as models for response letters later. Students complete a What's In a Name? interview as a writing assignment.

Some books that I am using:

Writing About Reading by Janet Angelillo

Fresh Take on Teaching Literary Elements by Smith and Wilhelm

Spilling Ink by Mazer and Potter

Poetry Speaks to Who I Am (anthology)

I am attaching some documents that might be useful. I am still finessing what I plan to do, and I am sure that I have left off something vital. Let me know what other needs or questions you have. I am sure I can learn from you, too!

Donalyn Miller