CPEC ELA Common Core StandardsCSULB/LACOE/Lennox School District

April 25-27, 2012

Presented byFay Shin, Ph.D.

ProfessorCalifornia State University, Long Beach

Center for Language Minority Education ResearchDepartment of Teacher Education

fshin@csulb.edu

In science, 2005 NAEP test results show that only 4 percent of In science, 2005 NAEP test results show that only 4 percent of fourth grade English language learners scored at or above the fourth grade English language learners scored at or above the ProficiencyProficiency level, compared to 31 percent of native English- level, compared to 31 percent of native English-speaking students. speaking students.

Also, 28 percent of fourth grade students identified as English Also, 28 percent of fourth grade students identified as English language learners performed at or above language learners performed at or above BasicBasic level, while 71 level, while 71 percent of English-speaking peers achieved at that level (The percent of English-speaking peers achieved at that level (The Nation’s Report Card, n.d.a.). Nation’s Report Card, n.d.a.).

It is important to note that these statistics on performance suggest It is important to note that these statistics on performance suggest that two-thirds of fourth-grade English language learners cannot that two-thirds of fourth-grade English language learners cannot demonstrate the knowledge and reasoning required for demonstrate the knowledge and reasoning required for understanding the earth, physical, and life sciences at a level understanding the earth, physical, and life sciences at a level appropriate to Grade 4. appropriate to Grade 4.

In simple terms, they are not able to carry out basic investigations In simple terms, they are not able to carry out basic investigations and read uncomplicated graphs and diagrams and do not and read uncomplicated graphs and diagrams and do not demonstrate understanding of classification, simple relationships, demonstrate understanding of classification, simple relationships, and energy.and energy.

As one can see in the national reading performance data, As one can see in the national reading performance data, English language learners tend to have many difficulties on English language learners tend to have many difficulties on the road to becoming competent and fluent readers in their the road to becoming competent and fluent readers in their second language. second language.

Many struggle with literacy in general, as well as Many struggle with literacy in general, as well as vocabulary, which is one of the key components in vocabulary, which is one of the key components in academic language in content areas and reading academic language in content areas and reading comprehension. comprehension.

Additionally, many contextual influences such as prior Additionally, many contextual influences such as prior schooling, home literacy practices, and print access are schooling, home literacy practices, and print access are strongly associated with the facility with which English strongly associated with the facility with which English language learners meet the challenging demands of language learners meet the challenging demands of learning to read.learning to read.

Identify students’ English proficiency levels Identify students’ English proficiency levels according to the required national, state or according to the required national, state or

district ESL or ELD standardsdistrict ESL or ELD standards

California ELD StandardsCalifornia ELD Standards

– Beginning (Level 1)Beginning (Level 1)– Early Intermediate (Level 2)Early Intermediate (Level 2)– Intermediate (Level 3)Intermediate (Level 3)– Early Advanced (Level 4)Early Advanced (Level 4)– Advanced (Level 5)Advanced (Level 5)

Second language acquisition

• A. Language is acquired when it is meaningful.

• B. Comprehensible input is required.

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

•Sa gua

•사과

Order for ESL Instructional Medium

• *Realia- real objects Most effective

• *Model of the object

• *Photos

• *Drawings

• *Written Word• *Oral Word Least

effective

“ We acquire language when we understand the messages or obtain Comprehensible Input”

(Krashen, 1988)

• Primary language vs. second language as a medium of instruction?

• “time on task” theory

Affective variables relate to the success in second language

acquistion.• 1. Affective variables:

– Motivation– Self-confidence– Anxiety

• 2. When teaching English language learners, teachers need to remember to keep the learner’s affective filter low

Academic Language• 1. Cognitively demanding and complex

concepts need to be taught through sheltered instruction or SDAIE (Specially Designed Academic Instruction in English)

• 2. Content area instruction provides challenging vocabulary and gives ELLs the opportunity to keep up in subject matter. Instruction must be comprehensible.

Vocabulary

• While vocabulary instruction is important, vocabulary drill and practice are not the most effective instructional practices for learning vocabulary. Research has clearly demonstrated that vocabulary learning is most successful through reading.

Important components for an ESL program

• ELD “time” must occur daily• Includes instruction focusing on needs for specific

English proficiency levels: – Students are grouped according to English

proficiency levels and needs

• Minimum 45 minutes *• Encourages oral participation• Builds on student’s prior knowledge and

experiences

SDAIE Strategies for the ESL Classroom

• Speak slowly

• Lots of visuals and realia

• Context embedded

• Manipulatives and hands-on

• Build on prior knowledge

• Limit teacher-centered lectures

• TPR (total physical response)

• Use grouping strategies

• Focus on the meaning, not the form

• Graphic organizers• Preview-review• Alternative assessment• Make the text comprehensible

(Give ELLs access to the content)

• Make home-school connections (connect home language and culture with school)

• Independent reading opportunities

Academic vs. Social LanguageAcademic Language

• Vocabulary is technical; longer sentences and more complex grammar

• Reading textbook or often lecture style

• Precise understanding and explanation required; higher order thinking

• Fewer clues. Most clues are language clues such as further explanation

• More difficult to clarify

Social Language

• Simpler language (shorter sentences, simpler vocabulary and grammar

• Informal settings, usually face to face

• Exact understanding is not required

• Many context clues from gestures, social context

• Many opportunities to clarify

Differentiated instructional Differentiated instructional planning and lesson planning and lesson

delivery is recommended delivery is recommended because it considers because it considers WHOWHO is being taught, not just is being taught, not just WHATWHAT is being taught is being taught

Beginning – Level 1

Characteristics: Students have limited comprehension one or two word responses.

Activities: pictures role playing charts and graphs labels

Student tasks include: One or two word responses. Naming, labeling Listing Categorizing Yes/no answers

Examples of questions Where is the….? Is this a table? Yes or no? What color is the…?

Intermediate - Level 2 Characteristics:

Good comprehension Simple sentences with limited vocabulary Many errors in grammar, syntax and pronunciation

Activities: Matching, classifying Games Group discussions Charts and tables

Student tasks: Small group work Summarizing Describing and explaining Role playing Complete sentences Retelling

Examples of questions: Tell me about… Why did the…. Describe…. What do you think…. How did the boy feel….

Advanced -Level 3 Characteristics:

Excellent comprehension Few grammar errors Appears fluent when speaking, but has problems with high level

academics and literacy Activities:

Paraphrasing Use SDAIE strategies Journals Oral discussions Language experience Outlining and mapping Newspaper articles

Student tasks: Analyzing Prediction Give instructions Giving opinions, justifying Reading and writing

Examples of questions: Compare (the lion and the tiger….) Contrast (the desert and the rain forest) Which do you prefer? Why? How do you think this story will end?

Distance from the sun Distance from the sun (in millions of miles)(in millions of miles)

Pluto- 3,688 Pluto- 3,688 (explain it used to be a planet but it (explain it used to be a planet but it is now is now “demoted” to dwarf planet status)“demoted” to dwarf planet status)

Neptune – 2,794 Neptune – 2,794 Uranus – 1784Uranus – 1784Saturn – 887Saturn – 887Jupiter – 483Jupiter – 483Mars – 142Mars – 142Earth – 93Earth – 93Venus – 67Venus – 67

Mercury – 36Mercury – 36

Differentiated Writing Differentiated Writing ActivitiesActivities

The following examples are differentiated writing activities for the solarsystem. These writing activities can be adapted for the three to five English proficiency levels for each theme.

Theme: Solar System

ESL Level: Beginning (Level 1)Students will write (or copy) simple sentences about the solar system, sun,and planets. Students will create a Step Book with one fact (sentence) per page.There will be a total of five pages in the step book. Have students illustrate theirsentences.

Write the first sentence for them: The sun is large.Have students illustrate the sun.

ESL Level: Early Intermediate (Level 2)

•Students will complete the same writing assignment as the Beginning Level (write five sentences and create a Step Book). •Students will include another sentence or two about what the sun and planets are like. •Students will write an increasing number of words and simple sentences.

Write the first sentence for them: The sun is the central part of the solar system. Have students illustrate the sun in the middle of the planets for the first page.

ESL Level: Intermediate (Level 3)Students will produce independent writing that may include some

inconsistent use of capitalization, periods, and correct spelling. Students willcreate an “I AM” poem describing themselves if they were the sun, Earth, any

planet, or the solar system.I am the sun.I feel _______I see _______I like ________

I don’t like _______I wonder ________

I am _________Students will write an essay or short story about why they wrote

how/what the sun feels, sees, likes, wonders, etc.

ESL Level 4 Early Advanced:

•Students will write a multiple-paragraph expository composition for the solar system. •Have students create a graphic organizer with “solar system”

in the middle. •Students will write two to three subtopics (e.g., sun, planets).

Brainstorm with students and write sample topic sentences on the board.•Students will independently form, revise, and articulate their

understanding of the solar system in three to four paragraphs.

ESL Level 5 Advanced:

•Students will write and publish a persuasive essay about why the sun is important to Earth and the solar system. Students should use standard grammatical forms.•Begin the essay with the title: “Why the Sun Is Important to Earth and the Solar System.”

•Review and confirm that students include the following:Students will use opinions with supportive facts about the solar system.Students provide a series of arguments or reasons to support why the sun is important.Facts about the sun are organized in logical order.Students will include a concluding statement or summary

about the sun.

Quick Start GuideThis is an example of explicit directions and questions for how a lesson plan card can be used. It is intended to be only a guideline for a person

not familiar with the program to demonstrate one way of teaching it. Topic: Zoo Animals (ELD Lesson Plan Card 3.1 Level A)• Whole Group (Levels 1, 2 and 3) Instruction• Introduction/Background/Motivation:• Introduce zoo animals and vocabulary using picture cards, stuffed animals, photographs, books,

videos, realia (real objects), or actual animals if possible. For example, to motivate students:• bring an animal (like a snake or bird) into the classroom and let students touch or hold it. • Bring different kinds and sizes of stuffed animals or animal figurines and put them in the front of the

class• Ask students to bring their favorite stuffed animal to class. • Show pictures of a zoo and ask students if they have ever been to the zoo.• Ask students: How many of you have been to the zoo before?• What animals have you seen at the zoo?• What do you do at the zoo?• Record responses on chart paper. Make a table or draw a cluster map representing the answers.

• Read a book about animals or the zoo. Using the book A Trip to the Zoo, show the front cover and ask students if they can predict what the book is about. Say and ask students questions such as:

• I am going to read a book. • Does anybody know what this book is going to be about?• Why do you think the book is going to be about _______?

Beginning (Level 1)• Some vocabulary words for zoo animals: elephant, lion, alligator,

bear, eating.

• Guided Instruction: Using realia (real objects), visuals or picture cards, point to the animal and identify them several times. Say the words and enunciate each word slowly and clearly.

• (Teacher points as she says the following):• This is an elephant. • Say elephant.• Is this a lion?(pointing to the elephant picture). No. This is an

elephant.• This is a lion. (point to a lion)• Is this a lion? Yes. • This is an alligator. This is a bear. (Repeat with different animals)• What animal is this? • Point to the alligator. • What color is the bear?• What is the bear eating?

Intermediate (Level 2) and Advanced (Level 3)

• Vocabulary words: fur, wings, trunk, scale, sharp• (Note: These words are in addition to the Beginning- Level 1 vocabulary. Review vocabulary

words for Level 1 first)• Guided Instruction:• Introduce vocabulary words pointing to the pictures.• Lions have fur. Do you know other animals that have fur?• This elephant has a trunk. Do you have a trunk? Does a lion have a trunk?• Birds have wings. • Have students identify and classify the animals.• Which animals have fur?• Which animals have wings?• Which animals have a trunk?• Ask students to come up and show the class an animal you name.• Sally, where is the lion? Come to the front and hold it for me.• Juan, where is the alligator? Come to the front and hold it for me.• Who is holding the bear? • Which animal do you like? • If you like lions, come and stand next to Sally.• Tell me about this bear.• Describe what a giraffe looks like.• What do you think about alligators?• Why do you think a giraffe has a long neck?• Why do you think alligators have sharp teeth?• Why do you think bears have lots of fur?• Which animals do you like? Why?• Which animal would you prefer? Why?• Compare an elephant and a giraffe.

• Language Experience Approach activityLanguage Experience Approach activity• Choose a topic (zoo animals, lions, our favorite animals, etc.)Choose a topic (zoo animals, lions, our favorite animals, etc.)• Write the title or topic on chart paper or a white board.Write the title or topic on chart paper or a white board.• Ask students to create a story or give you sentences about the topic.Ask students to create a story or give you sentences about the topic.• Write the sentences on the chart paper. Write the sentences on the chart paper. • When you are finished, read the sentences to the class slowly and clearly.When you are finished, read the sentences to the class slowly and clearly.• Read it again but ask students to read it with you.Read it again but ask students to read it with you.• Ask students to read it on their own if they can (silently or outloud)Ask students to read it on their own if they can (silently or outloud)• Ask students to copy the sentences on a piece of paper. Ask students to copy the sentences on a piece of paper. • Have students illustrate their own paper.Have students illustrate their own paper.• Example of a Language Experience activity: Example of a Language Experience activity: • Zoo animalsZoo animals• There are lots of animals at the zoo. There are lots of animals at the zoo. • I like the lions. I like the lions. • I like elephants.I like elephants.• Lions have fur.Lions have fur.• Elephants are big and have trunks. Elephants are big and have trunks. • Take-home book: Small and Big AnimalsTake-home book: Small and Big Animals• Pass out copies of the take-home book. Fold and staple them together.Pass out copies of the take-home book. Fold and staple them together.• Read the take home book to the students. Read the take home book to the students. • Repeat and ask students to read it with you. Repeat and ask students to read it with you. • Have students read the take home book silently.Have students read the take home book silently.• Have students color the pictures and complete the activity on the last page Have students color the pictures and complete the activity on the last page

(let students work independently, in pairs, or in groups if they choose)(let students work independently, in pairs, or in groups if they choose)

• Each lesson should have at least one or more SDAIE strategy listed for each component of the lesson.

• Lesson topic or theme:

• Grade and English Language proficiency level:

• Language objective: Content objective:• ESL Standards

• Key vocabulary:

• Supplementary materials:

• Introduction or motivation strategies for ESL Lessons:• (Build background and connect prior knowledge)• Realia, Graphic organizers: clusters, mapping, charts, tables• Ask questions about what they know, Share personal experiences, KWL , reflective journals or charts• Picture cards, Photos, Literature, Field trip, Games, Poem, Music and songs

• Guided Instruction/teaching:• (presentation, teaching sequence)

• Independent activity, Practice, Application:• Oral Practice• Reading and Writing

• Assessment/evaluation:• Extended Activities:

•Components for ESL Lessons

• Lesson topic or theme:

• Grade and English language proficiency level:

• Language objectives: Content objective:

• Key vocabulary:

• Supplementary materials:

• Introduction or motivation strategies:

• Guided Instruction/teaching:• • Independent activity, Practice, Application:• • Assessment/evaluation:

• Extended Activities

ESL Lesson Plan Template

• Beginning (Preproduction and Early Production, Level 1)• (Teacher points as she says the following):• Everybody wears different clothes.• I (the teacher) am wearing a skirt and blouse.• He is wearing a shirt. He is wearing pants. He is wearing socks.• She is wearing pants and a shirt.• She is wearing a scarf.• She is wearing a dress.• Point to shirt. • Point to the socks.• Point to the pants.• Point to the scarf.• Are you wearing a skirt?• Are you wearing socks?• Is this a hat?• Is this a dress?

• Intermediate (Level 2 or speech emergence)• What is she wearing? (point to her blouse)• What is this? (point to socks, pants, skirt, etc.)• What do you wear with pants?• Is this a dress or a blouse?

• Advanced (Level 3 or intermediate fluency)• Why are you wearing pants?• What do you like to wear? Why?• Do you prefer to wear pants or a skirt?• Why do you think people wear clothes?• Describe what she is wearing.

Example of differentiated activities for Vocabulary Development Vocabulary words for clothing:

pants, dress, socks, shirt, scarf, hat, skirt, blouseReminder: Use realia or pictures to demonstrate

Integrating poetry/language arts in the content area

• ACROSTIC POEMS

Volatile explosion

Occasionally erupts

Lava over rocks

Can we get out of the way?

Ash can come out too

Not safe

Oh my! By Randy Drumm

Acrostic Poems

Generates differences

sEquence of DNA

No two alike

chromosomE by Vicente Perez

WarmExtreme weather

Air pressure

Thunder storm

Heat wave

Evaporate

Rain storms by Steve Vang

I AM Poems• I am ________• I feel _______• I think ________• I like ________• I don’t like ______• I have _________________• I ___________

– Example: I am (a lion, the sun, an apple, winter)» I am (the sun)» I feel  (hot )» I think  (people like me)» I like  (to make the earth warm)» I am (made of hydrogen and helium)» I provide energy» I provide heat» I provide light

BIOPOEM• First name• Four characteristics• Relative of ______, ______, ______.• Lover of ______, ______, ______.• Who feels ______, ______, ______.• Who need ______, ______, ______.• Who fears ______, ______, ______.• Who gives______, ______, ______.• Who would ______, ______, ______.• Resident of ______, ______, ______.• Last name

BIOPOEM• Square• Polygon, four equal sides, 4 equal angles, and quadrilateral• Relative of rectangle, rhombus, and parallelogram• Lover of equality, parallel ideas, and being closed• Who feels strict, obedient and distinct• Who need “four’s” , accuracy, and understanding• Who fears sloppiness, being out of shape, and being

unbalanced• Who gives structure, graphing paper, and definition of area• Who would like to see triangles inside, Des Cartes, and

being used in architecture• Resident of geometry• Pants

Common Core State StandardsReading Standards for Literacy in

History/Social Studies 6-8 (page 61)Integration of Knowledge and Ideas

7. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

8.Distinguish among fact, opinion, and reasoned judgment in a text.

9.Analyze the relationship between a primary and secondary source on the same topic.

7.Use information gained from illustrations (e.g.,maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

9. Compare and contrast the most important points

and key details presented in two texts on the same topic.

Common Core State StandardsReading Standards for Literacy in

History/Social Studies Grade 3 (page 13)

Anticipation / Prediction Guide

•Create anticipation (or prediction) guides for texts or investigations to help activate and assess students’ prior knowledge and to motivate student interest.

•Select major concepts and statements you want your student to learn.

•Choose statements that may challenge or support a student’s belief.

•Directions: Place a check (or write Y for yes) if you agree with the statement in the “me” column. After reading the text, check the statements which agree with the text. Compare your opinions with those in the text.

ME TEXT•____ ____ A healthy mouth in an adult has 32 teeth.•____ ____ Your tongue helps you swallow.•____ ____ The digestive system is a very short tunnel of muscle.•____ ____ Food’s energy is measured in ounces.•____ ____ The esophagus connects the pharynx and the stomach

Anticipation guides are useful for predicting and investigating science concepts.Example:

ME Text or Observation

____ ____ Corn syrup is more dense than water.____ ____ Water and milk have the same density.

Anticipation guides help students develop critical thinking skills.Example from The Outsiders: Me Author Me____ Cherry is pretty and only likes the Socs _____ ______

_____ Dally is a trouble maker and a bad person. _____ _______

definition

characteristicspolygon

Non-examples

Frayer Model (for vocabulary development or concept development)Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word.(Adapted from Frayer, Frederick, & Klausmeier, 1969)

A mathematical shape that is a closed plane figure bounded by 3 or more line segments

•Closed•Plane figure•More than 2 straight lines•Made of segments•2 dimensional

•Circle•Cone•Arrow•cylinder

Examples

•Pentagon •Square•Trapezoid•Hexagon•rhombus

definition

characteristics

earthNon-examples

Frayer Model (for vocabulary development or concept development)Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word.(Adapted from Frayer, Frederick, & Klausmeier, 1969)

The third planet in order from the sun with an orbital period of 365 days

5th largest planetHas life71% covered in waterAtmosphere: 77% nitrogen

21% oxygen

StarMoonNo life

Examples

QAR (Question – Answer – Relationship) Strategy (Raphael, 1982, 1986)

• This strategy is designed to connect reading purpose to text and to the reader’s personal experiences and information sources. QAR can be used to help children understand the thinking demands of questions.

• There are four categories of information sources:

• Right There – the information is stated explicitly in the text.

• Think and Search – The information is still in the text, but must be inferred or concluded from various statements in the text. This involves the interpretive level of thinking (explanation, compare/contrast, cause/effect, list/example).

• Author and You – The information is a combination from the text and the students’ background knowledge. This level requires use of the interpretive, applicative, or transactive , level of thinking.

• On My Own – this information is primarily from the readers’ background knowledge. Uses the transactive or applicative level of thinking.

DIALOGUE DIALOGUE JOURNALSJOURNALS

Dialogue journals benefit children because:

• Students receive an individual reply from their teacher (Hae Joon)

• Students experiment with writing in English or the second language in a meaningful context (Elena)

• Build communication skills

• Build authentic literacy skills

• Students choose their own topics

Dialogue journals benefit teachers because:

• It provides a weekly developmental record of the child’s writing

• Models writing in an authentic context

• Helps children make the connection between oral and written language

• Learn about the child and his/her interests

Dialogue journals as a tool for writing instruction for English

Language Learners• ELLs need more guidance and collaborative

writing opportunities

• ELLs need to have an opportunity to feel free to write and express themselves without their writing (spelling, grammar) being corrected

• Writing process, writer’s workshop, composing process (brainstorming/pre-write, draft, edit, revise, publish) is a separate component of writing instruction.

“Vietnamese was my first language and it was tough trying to learn English.

An instrumental person that helped develop my literacy is my sixth grade teacher Mr. Jones. Although I was only his student for a year, we built a friendship that grew outside of the classroom. He became a caring friend and a person I deeply admired. He helped me with my reading and writing abilities through the process of daily journal assignments. We had to write in our journal every day after lunchtime for approximately 10 minutes. Mr. Jones allowed us to free write about anything that we felt a desire for.

I would write about what happened outside of school the previous day. Then Mr. Jones would read our entries and comment on them. Usually, he replied with thoughtful feedback and encouragement. This gave me the impression that he really did care about his students because some of my early grade teachers never responded to our writings.

This activity made me feel like I was having my own little conversations with Mr. Jones. I was so comfortable with Mr. Jones that I started to write about many things. I really enjoyed that journal assignment because it allowed me to express my feelings and thoughts without having any restrictions or barriers. I often found myself not having enough time to write everything that I wanted to put on paper.

I was also excited to see how Mr. Jones would respond to my entry each day. This assignment improved my literacy skills because I was eager to read and write.

For the first time in my childhood, I wanted to read and write more than hanging out with my friends.”

• Bobby Nguyen• College student• Long Beach, California September 2005

English Language Development Standards

Adopted by the California State Board of Education, July 1999

What is the purpose of the ELD Standards?

• They are designed to assist teachers in moving English Learners (or LEP students) to fluency in English and proficiency on the California English Language Arts (ELA) Content Standards

• They were used to develop the CELDT (California English Language Development Test).

• They are designed to supplement the ELA standards to ensure that ELs develop proficiency in both the English language and the concepts and skills contained in the ELA standards

Profile an English Learner Activity

• Name of your student

• Grade level

• English proficiency level

• ELD Standards for: – Reading– Writing– Listening– Speaking

• How we write a Collaborative Story

• We read good children’s literature, emphasizing the literary elements of character, setting and conflict.

• Children nominate 5 or 6 characters and select 3 by voting. Each child may vote 2 times.

• We choose a setting. Children close their eyes and visualize the characters in different settings. They then vote one time for their favorite setting.

• We think of a conflict. Again the children visualize their characters and “see” the problem. They vote one time for their favorite conflict/problem.

• We find a solution for our problem/conflict. They have wonderful imaginations and come up with great solutions!

• We act out our story two times. Some children are the characters, while others may be houses or trees or other parts of the setting. Not all children are actors.

• We write our story on the chart. We use the children’s words as much as possible, but part of the teacher’s job is to guide them to good story language.

• We choose a title. This is an excellent means of teaching main idea.

• Two children are chosen to work together to illustrate the chart story.

• Weekly Schedule

• Monday: Write our collaborative story. After school the teacher divides the story into six pages. These are typed and copied for the children.

• Tuesday: Children make their individual books. This can be done whole clss or in groups. They read the story or chart.

• Wednesday: Children reread chart and book. The story is often re-acted out on this and other days. Skills are taught from the story.

• Thursday: Story is read from book. We often “find” things in our story and mark them on the chart using a felt pen.

• Friday: Story is re-read. On Fridays children often enjoy reading the story with a partner.

• Wednesday through Friday the children illustrate 2 pages. By Friday the book is finished. The book is sent home on Monday to be used as reading homework for the week.