Monitor | Reading Recovery

Classroom Environment	Lesson Structure	Assessment	Sample Comprehension Lessons

“Monitor Your Thinking”

Sample Lesson: Monitoring Comprehension Strategy
Kindergarten

Monitor

Prior to Viewing, See Introduction to Monitoring Comprehension

Purposes of the Lesson:

Encourage and support students to notice, verbalize, and record their own thinking while listening to a story;
Familiarize students with types of thinking that proficient readers use

Lesson Segment (Video Clip)	Segment Focus	Questions to Consider While Viewing (Links to Facilitator Notes for PLC)	Teacher Commentary (Video Clip)	Supporting Documents
Lesson Introduction	Become familiar with the book and lesson plan	Read the book, Ira Sleeps Over by Bernard Waber , or the book summary Read the lesson plan	Lesson Introduction (4:44)	Facilitator Notes Correlation to State Standards Suggested Readings Book Summary Lesson Plan Student Work Samples Lesson in Real Time Lesson Transcript Teacher Commentary Transcript FAQ
Connect/Engage (4:53)	Explain the strategy focus of the lesson; Build/activate background knowledge and motivation for reading the text; Establish or practice procedures/routines	How does the teacher stress the importance of thinking as we read? What procedures are in place to support children in turning and talking?	Connect/Engage (4:51)
Model (3:34)	Read aloud and stop at strategic points to think aloud Model how to record thinking Use turn and talk to assess understanding and involve students	How does the teacher’s modeling prepare the children for their own thinking and recording their thoughts? How does the teacher handle sharing students’ thinking? Why do you think she approaches sharing this way?	Model (5:13)
Guided Practice 1 (7:46)	Continue to read aloud. Children record their own thinking and turn and talk; Gradually shift responsibility for thinking and recording thinking from teacher to students; Confer with students as they work.	How does the teacher help the students’ transition to developing and recording their own thinking?	Guided Practice 2 (4:26)
Guided Practice 2 (7:17)		Why is turning and talking important in the lesson?	Guided Practice 2 (4:26)
Independent Practice (7:05)	Students work on applying the strategy(ies) on their own or with a partner Teacher confers – listening, scaffolding, and teaching into each student’s needs	How does the teacher support students who aren’t ready to go work on their own? How does the teacher provide support through conferring? What language do you notice her using?	Independent Practice (4:34)
Share and Closure (3:53)	Teach, reinforce, and/or utilize established routines to provide a respectful and supportive environment for sharing thinking Reinforce important ideas from the lesson and encourage their future use	What procedures are in place to support children in sharing? What are the pros and cons of going around the circle to share? What alternatives might also be effective?	Share and Closure (1:35)
Analyzing Student Work	Teacher/colleague analysis of student work	Examine the student work samples provided under “Supporting Documents” Describe what you see each child doing Discuss possible implications of what each child has done, and possible next steps for the class as a whole	Analyzing Student Work (6:57)
Lesson Reflection	Teacher/colleague discussion about the lesson	What value do you see in teaching this type of strategy lesson to children in the primary grades? (Review Introduction to Monitoring) What adjustments might you make if teaching a similar lesson to your own students? to first or second graders, or kindergarten students later in the year?	Lesson Reflection (7:54)