EDLC 632
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P : R W W T
PATTERNS OF
RACTICE EADING OR RITING ORKSHOP EMPLATE
Step 3:
Procedures
Steps
Step 1:
Books(R)
Or Writing
Process (W)
Step 2:
Standards
Step 4:
One Book Read
Teacher Candidate
APRIL R.
MCCLARY
Language Art(S)
Reading
Writing
Grade
3rd Grade
TEACHER GUIDE – Unit Plan Instructions and
Information
“The Grumpy Monkey” by Max Lange
“Mercer Mayers Little Critter: All By Myself” by
Mercer Mayer
“If I built a Car” by Chris Van Dusen
The students will read all 3 books and then rate them
from 1-10. 1 being the best 10 not interesting.
The students will separate the book into three different
parts from the beginning, middle, and end. Then try to
find vocabulary words, sight words, verbs, nouns, etc..
Mini Lessons
Pick One
Reading Or Writing
Reading
VA SOL 3.3
The student will apply word-analysis skills when
reading.
a) Use knowledge of regular and irregular vowel
patterns.
b) Decode regular multisyllabic words.
VA SOL 3.4
The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of roots, affixes, synonyms, and
antonyms.
c) Apply meaning clues, language structure, and
phonetic strategies.
d) Use context to clarify meaning of unfamiliar
words.
e) Discuss meanings of words and develop
vocabulary by listening and reading a variety of
texts.
f) Use vocabulary from other content areas.
g) Use word reference resources including the
glossary, dictionary, and thesaurus.
Step 5:
Schedule
Overview
Step 6:
Conferences
Overview
Aloud (Picture
Book Or Big
Book) (R)
Or Mini
Lessons(W)
Step 8:
Assessment (W)
Step 7:
Assessment (R)
Or Sharing (W)
If a student is having a hard time understanding a word
from the books let them create a vocabulary chart. The
words that are familiar, hard to pronounce or understand
they can put in the chart.
To help the students better understand the word have
them write the word, find its meaning, say the word, and
sound it out.
For hard words to pronounce it is better to just say the
word out loud and do your best to sound out. This will
help the student feel more comfortable and give them
more confidence.
45 min time
The class will choose the best book to read first and the
instructor will read the book to the class.
If the students want to read the other 2 books they can
read them with another classmate, or at their own
discretion. They will also have extra time at the end of
class or on break to do so.
Most of the conferences will be about if students
understand the reading assignment.
If the students have any questions regarding the reading
the students should ask the instructor if they have
questions or are unsure of a word’s definition.
The instructor will have to make sure that all students
are reading on their reading level.
Walk around the class and observe each student with
guided practice. Get the names of the students who
appear to be struggling with reading.
Let each student keep a journal of all the words that they
are having problems with so that next time they will
know how to say or define the words.
Give the students a survey so they can score the
instructor on how well he/she taught the reading lesson
to the class. Also rate the instructor on clarity, tone, and
fluency on reading the book aloud to the class. All are
important aspects for students to know when talking and
reading.
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References
https//doe.virginia.gov/testing/sol/standards_docs/English/2010/stds_english.pdf
Lang, S., & Lang, M. (2018).Grumpy monkey(First ed.). Random House.
Mayer, M. (1983).All by myself. Golden Press.
Dusen, C. (2005). If I built a Car. Dutton Books for Young Readers.
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