Lesson Segment
(Video Clip) |
Segment Focus |
Questions to Consider While Viewing (Links to Facilitator Notes) |
Teacher Commentary
(Video Clip) |
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Time and structure of Independent Reading |
How does the teacher incorporate Independent Reading into her daily schedule? |
Before the Lesson (3:21) |
| Mini-Lesson |
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| Part 1 – Engage (4:13) |
Engage students in focusing on fluency |
How did the activities in this segment engage students in thinking about fluency? |
Mini-Lesson: Part 1 – Engage (2:06) |
| Part 2 – Model and Guide (3:42) |
Teacher reviews guidelines for independent reading and partner discussions that follow |
Do you think the modeling and guided choral reading was an effective tool in the lesson? Why or why not? |
Mini–Lesson: Part 2 –Model and Guide (2:39) |
| Part 3 – Prepare for Independence (4:37) |
Teacher reviews guidelines for independent reading and partner discussions that follow |
What procedures has the teacher established? How do you think these will support the children? |
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| Independent Reading |
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| Conference 1 (3:21) |
Teacher confers with individual students while they are independently reading |
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Conference 1 (2:46) |
| Conference 2 (4:22) |
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| Conference 3 (1:39) |
| Conference 4 (4:29) |
Conference 5 and Transition to Sharing (2:27) |
| Conference 5 and Transition to Sharing (2:58) |
| Partner Sharing |
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| Transition and Partner Sharing (3:57) |
Students fill in reading logs and meet with partners to share what they have read |
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Transition and Partner Sharing (6:03) |
| Partner Sharing and Reading 2 (2:17) |
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| Class Sharing and Closure |
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| Sharing 1 (3:15) |
Students share selections from their reading and strategies they used with the class |
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| Sharing 2 (2:05) |
Sharing 2 (1:20) |
| Sharing 3 and Closing (4:14) |
Students reread the opening poem with fluency |
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Sharing 3 and Closing (3:03) |
