The First Six Weeks: Language Arts | Primary School @ NIS

A Guide for Establishing Language Arts Routines in the First 6 Weeks of School

Covers Introduction of reading, handwriting and word study routines.

For Writing – visit your first writing planner on Atlas

Week	Questions and Content	Actions and Resources
Week 1 and 2	Reading Who are we as readers? How can we ensure that we are always learning (and becoming better readers?)	Establish students’ attitudes to reading, identify their favorite books and genres – share your own. Interactive modeling – choosing books from classroom and returning to correct location. Establish routines for read aloud (where/how to sit, how to indicate if you have something to share and turn and talking to share ideas) Resources Responsive Classroom Website – Interactive Modelling, Turn and Talk video (for G1-G2) Interactive model and teach 3 ways to read a book – read the pictures, read the words, retell the story. Co create and display Anchor chart (for All) Launch read to self. Establish procedures for read to self/independent reading, build stamina over the weeks as needed. Co-create and display Anchor chart Resources The Daily Five Book Three Ways to Read a Book – pg 47 -49 Launching Read to Self Pg 49 – 58 Additional Resources See Chapter 2 in The Reading Strategies Handbook for mini-lessons on Building Reading Engagement – Focus, Stamina and Building a Reading Life

Week 3	Handwriting	(G1-3) Begin Handwriting Instruction Interactive Model – Body position, pencil grip, following correct letter formation, how teacher will check handwriting (using the “check” box in the student workbook). Continue with Handwriting over remaining weeks (4 times per cycle) Resources Handwriting Without Tears – Grade level teacher books Handwriting Songs and Chants – K2, G1, G2 NIS Handwriting Core Practices Bettina can be available to model pencil grip and body position for classes.
Week 3	Reading How can we ensure that we are always learning (and becoming better readers?)	Good Fit Books · As part of Read to Self, teach students how to find and determine good fit books · This can be linked to Math through the panic, stretch and comfort zone chart Launching Read to Someone Begin to include “Read to Someone” as an option/activity during the reading block. Interactive Modeling of what read to someone looks like Co-construct and display anchor chart Resources The Daily Five Book Choosing Good Fit Books pp 29 – 33 Launching Read to Someone Pg 59 – 74 Modelling IPICK with our Personal Reading Reviewing Good Fit Books – sample conference Additional Resources See Chapter 12 of The Reading Strategies Handbook – “Supporting Students’ Conversations” See Language Essentials Page, under “Digging Deeper” for anchor chart on stretch zones in reading Begin Word Study Assessments Complete Word Study assessment and form word study groups. Resources – PYP Language Arts Assessment Schedule Word Study Words Their Way, Silver Edition Chapter 2 (for in depth information on spelling assessment and sample class charts) Appendix A – for assessment word lists and recording sheets See Primary Language Arts Assessment Schedule for details on which assessment to give
Week 4	Reading How can we ensure that we are always learning (and becoming better readers?)	Launch Listening to Reading Establish listening to reading routines. Co-create and display anchor charts Resources The Daily Five Book Listening to Reading – pp75-78 Student Resources Available for Listening to Reading (can introduce one new resource each week or all at once depending on grade level and student’s prior experience) See – NIS Library Online Subscription Login Info (for log in and password details) Tumble books (for all students) Reading A-Z (for some students – see ELL teachers for log in and student lists) YouTube QR codes Pebble and Go (all students) Flipstar (online magazine subscriptions – see Librarian) Establish Book Box Agreements Form agreements around book box selections and what a balanced book box will look like in your classroom. Consider balance of genres, language, longer and shorter text etc
Week 4	Word Study	Whole class interactive modeling of preparing word lists how to cut how to rule columns in word study book how to “mark” your cards (coloured stripes on the back etc) where to keep cut up words where/how to pack up Interactive Modelling – an open or closed sort Interactive Modelling – writing sort. how to set up page in workbook how to write headers using word cards to check spelling Resources Words Their Way, Silver Edition, Chapter 3 – see particularly pp 59 – 69 for examples of differentiated support in sorting and examples of follow up activities.
Week 5	Reading How can we ensure that we are always learning (and becoming better readers?)	Begin running records on students using PM Benchmark or Probe Review the student’s Language Arts goals from previous Semester 2 report – progress towards these goals will be reported on in the Quarter 1 Reports, issued on 19th October. Confirm or set new goals
Week 5	Word Study	Review how to set up page in workbook Introduce Blind Sort Introduce Blind Writing Sort Resources Words Their Way, Silver Edition pp64 – 65
Week 6	Reading Word Study	Establish flexible guided reading groups only if read to self, read to someone and listening to reading routines are established and working well – if not, continue setting expectations and building stamina for these routines. Model – what to do if you’re stuck with reading and a teacher is working with a group Introduce Speed Sort Interactive modelling – how and where to record sort time (and to what decimal place, if any) Resources Words Their Way, Silver Edition, pp68
For emergent spellers Interactive Modelling – draw and label or cut and paste (for emergent spellers) Resources Words Their Way, Silver Edition pp67
	Introduce Word Hunt (not necessary for groups working on latin and greek roots or less regular letter patterns – if unsure, read notes in WTW book, pages shown below) Teach how to set up book/paper for a word hunt where to choose word hunt books from looking for the letter pattern and listening for the sound Resources Words Their Way, Silver Edition,pp 65 – 66
For groups working on Latin/Greek roots Introduce Brainstorming How to set up brainstorm page Where to find additional words (if needed after brainstorm) Resources Words Their Way, Silver Edition, pp 67

Week

Questions and Content

Actions and Resources

Week 1 and 2

Reading

Who are we as readers?

How can we ensure that we are always learning (and becoming better readers?)

Establish students’ attitudes to reading, identify their favorite books and genres – share your own.
Interactive modeling – choosing books from classroom and returning to correct location.
Establish routines for read aloud (where/how to sit, how to indicate if you have something to share and turn and talking to share ideas)

Resources

Responsive Classroom Website – Interactive Modelling, Turn and Talk video

(for G1-G2)

Interactive model and teach 3 ways to read a book – read the pictures, read the words, retell the story. Co create and display Anchor chart

(for All)

Launch read to self. Establish procedures for read to self/independent reading, build stamina over the weeks as needed. Co-create and display Anchor chart

Resources

The Daily Five Book

Three Ways to Read a Book – pg 47 -49
Launching Read to Self Pg 49 – 58

Additional Resources

See Chapter 2 in The Reading Strategies Handbook for mini-lessons on Building Reading Engagement – Focus, Stamina and Building a Reading Life

Week 3

Handwriting

(G1-3)

Begin Handwriting Instruction
Interactive Model – Body position, pencil grip, following correct letter formation, how teacher will check handwriting (using the “check” box in the student workbook).
Continue with Handwriting over remaining weeks (4 times per cycle)

Resources

Handwriting Without Tears – Grade level teacher books
Handwriting Songs and Chants – K2, G1, G2
NIS Handwriting Core Practices

Bettina can be available to model pencil grip and body position for classes.

Week 3

Reading

How can we ensure that we are always learning (and becoming better readers?)

Good Fit Books

· As part of Read to Self, teach students how to find and determine good fit books

· This can be linked to Math through the panic, stretch and comfort zone chart

Launching Read to Someone

Begin to include “Read to Someone” as an option/activity during the reading block.
Interactive Modeling of what read to someone looks like
Co-construct and display anchor chart

Resources

The Daily Five Book

Choosing Good Fit Books pp 29 – 33
Launching Read to Someone Pg 59 – 74
Modelling IPICK with our Personal Reading
Reviewing Good Fit Books – sample conference

Additional Resources

See Chapter 12 of The Reading Strategies Handbook – “Supporting Students’ Conversations”

See Language Essentials Page, under “Digging Deeper” for anchor chart on stretch zones in reading

Begin Word Study Assessments

Complete Word Study assessment and form word study groups.

Resources

– PYP Language Arts Assessment Schedule

Word Study

Words Their Way, Silver Edition

Chapter 2 (for in depth information on spelling assessment and sample class charts)
Appendix A – for assessment word lists and recording sheets
See Primary Language Arts Assessment Schedule for details on which assessment to give

Week 4

Reading

How can we ensure that we are always learning (and becoming better readers?)

Launch Listening to Reading

Establish listening to reading routines.
Co-create and display anchor charts

Resources

The Daily Five Book

Listening to Reading – pp75-78

Student Resources Available for Listening to Reading

(can introduce one new resource each week or all at once depending on grade level and student’s prior experience)

See – NIS Library Online Subscription Login Info (for log in and password details)

Tumble books (for all students)
Reading A-Z (for some students – see ELL teachers for log in and student lists)
YouTube QR codes
Pebble and Go (all students)
Flipstar (online magazine subscriptions – see Librarian)

Establish Book Box Agreements

Form agreements around book box selections and what a balanced book box will look like in your classroom.
Consider balance of genres, language, longer and shorter text etc

Week 4

Word Study

Whole class interactive modeling of preparing word lists

how to cut
how to rule columns in word study book
how to “mark” your cards (coloured stripes on the back etc)
where to keep cut up words
where/how to pack up

Interactive Modelling – an open or closed sort

Interactive Modelling – writing sort.

how to set up page in workbook
how to write headers
using word cards to check spelling

Resources

Words Their Way, Silver Edition,

Chapter 3 – see particularly pp 59 – 69 for examples of differentiated support in sorting and examples of follow up activities.

Week 5

Reading

How can we ensure that we are always learning (and becoming better readers?)

Begin running records on students using PM Benchmark or Probe

Review the student’s Language Arts goals from previous Semester 2 report – progress towards these goals will be reported on in the Quarter 1 Reports, issued on 19th October.

Confirm or set new goals

Week 5

Word Study

Review how to set up page in workbook
Introduce Blind Sort
Introduce Blind Writing Sort

Resources

Words Their Way, Silver Edition pp64 – 65

Week 6

Reading

Word Study

Establish flexible guided reading groups only if read to self, read to someone and listening to reading routines are established and working well – if not, continue setting expectations and building stamina for these routines.
Model – what to do if you’re stuck with reading and a teacher is working with a group

Introduce Speed Sort
Interactive modelling – how and where to record sort time (and to what decimal place, if any)

Resources

Words Their Way, Silver Edition, pp68

For emergent spellers

Interactive Modelling – draw and label or cut and paste (for emergent spellers)

Resources

Words Their Way, Silver Edition pp67

Introduce Word Hunt (not necessary for groups working on latin and greek roots or less regular letter patterns – if unsure, read notes in WTW book, pages shown below)

Teach

how to set up book/paper for a word hunt
where to choose word hunt books from
looking for the letter pattern and listening for the sound

Resources

Words Their Way, Silver Edition,pp 65 – 66

For groups working on Latin/Greek roots

Introduce Brainstorming
How to set up brainstorm page
Where to find additional words (if needed after brainstorm)

Resources

Words Their Way, Silver Edition, pp 67