The document provides instructions for substituting in a reading class, including an outline of daily activities like oral reading fluency passages, independent reading time, and workbook exercises, noting that materials are located in baskets on the teacher's desk and most classes follow a similar routine with some variations by grade level.

1. Good Morning! Thank you for substituting in my class!
My directions for the silver classes are pretty much the same every day
to avoid confusion and to ensure that all students are working hard to
improve their reading skills. I gave the approximate time each portion
of the class usually takes but do not worry if you do not get through the
whole class lesson.
Materials and teacher’s editions are located in 2 baskets on my desk.
(Each class has its own basket.) Attendance is taken the minute class
begins. If the students are not in their seat with all of their supplies
from their folder, they are considered late.
All students have a folder with their supplies and materials for today’s
class. Every class except the Red 8th grade class has a folder containing
the student’s oral reading fluency passage, AIR (Active Independent
Reading) book, graph for the ORF fluency time, AIR list, pencils and a
spiral notebook. These should all be brought to the student’s desk
before class begins. If a student needs a sharpened pencil, the red box
near the pencil sharpener has sharpened pencils. Drinks of water and
bathroom breaks in my class are almost nonexistent and only happen in
emergencies. 
I do not require students to sit in a particular seat each day but they
generally sit in the same seat anyway. In each basket, there is a seating
chart with the students’ pictures and what part of the room they usually
sit.
Many of the activities are timed. I use the timer on the clipboard located
under the document camera or on the file cabinet in the back of the
room.
9:05 – 9:50 - Silver 8th Grade Class
9:05 Turn on the TV for the Conestoga announcements. Immediately
following the music at the end of the announcements, begin the timer
for a one-minute oral reading fluency reading. At this time the students
plug their ears and whisper read the leveled reading passage previously
given to them. They know what passage they are on and will read until
you say stop. Students count the number of words read and record this

2. as their cold read on their ORF chart. You will then read the passages
aloud to the class as they follow along with their finger. The students
then plug their ears and whisper read the passage 6 more times. Then
you start the timer and ask the students to read the passage one more
time. When you say, “stop” at the end of a minute have the students
record their number of words read per minute under the hot read
column on their graph. (Total 14 min.)
The students begin reading their silent reading (AIR) books for 10
minutes. The timer is placed so that the projector shows the timer as it
moves toward 8:00 minutes. The students record the time on the
screen when their eyes go off the page or their mind wanders. After the
ten minutes, the students fast write a retell of what happened in the
story they just read for 2 minutes
. (11 min.)
Students then get out their STARS D books. I have the page we are on
marked with a sticky note in the student and teacher edition. I place the
student text under the projector for the class to read. Each passage I
have the students read first to themselves and then either a student or I
read the passage aloud and then the students answer the multiple-
choice questions. We correct and discuss the answers after completing
the questions independently and complete as many pages as time
permits. (Jazzmine is in a different level STARS books (Level F) but
follow along with the class – They are on the same page number and
reading strategy but harder reading level. I correct their books as we go
along or after class) (20 minutes).
>>>>>>>>>
11:25-12:10 -Silver 7th Grade Class
Immediately following the start of class, begin the timer for a one
minute oral reading fluency reading. At this time, the students plug
their ears and whisper read the leveled reading passage previously
given to them. They know what passage they are on and will read until
you say stop. Students count the number of words read and record this
as their cold read on their ORF chart. You will then read the passages
aloud to the class as they follow along with their finger. The students
then plug their ears and whisper read the passage 6 more times. Then

3. you start the timer and ask the students to read the passage one more
time. When you say “stop” at the end of a minute have the students
record their number of words read per minute under the hot read
column on their graph. (10 min.)
The students begin reading their silent reading (AIR) books for 8
minutes. The timer is placed so that the projector shows the timer as it
moves toward 8:00 minutes. The students record the time on the
screen when their eyes go off the page or their mind wanders. After the
eight minutes, the students fast write a retell of what happened in the
story they just read. (11 min.)
Students then get out their STARS books. I have the page we are on
marked with a sticky note in the student and teacher edition. I place the
student text under the projector for the class to read. Each passage I
have the students read first to themselves and then either a student or I
read the passage aloud and then the students answer the multiple-
choice questions. We correct and discuss the answers after completing
the questions independently and complete as many pages as time
permits. (22 min)