Lesson Segment
(Video Clip) |
Segment Focus |
Questions to Consider While Viewing (Links to Facilitator Notes) |
Teacher Commentary
(Video Clip) |
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Introduction to the students and IR sessions |
Why do you think Ms. DuBose stresses that all children need to view themselves as readers, regardless of their proficiency level? |
Before the Lesson: Part 1 – Introduction (2:52) |
|
Time and structure of Independent Reading |
How does the teacher incorporate Independent Reading into her daily schedule? How does she structure her time in IR? |
Before the Lesson: Part 2 – Time and Structure (2:18) |
| Mini-Lesson |
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| Part 1 – Engage and Model (5:02) |
The teacher reviews goals and strategies already established for IR, adds a new strategy, and shows children how it works |
How did the activities in this segment prepare students to be engaged and strategic readers when they go off to read on their own? |
Mini-Lesson: Part 1 – Engage and Model(3:23) |
| Part 2 –Guide (2:19) |
The teacher has the children turn and talk and share their use of the strategy as she shows pages of the book |
What is the purpose of the Turn and Talk? |
Mini–Lesson: Part 2 –Guide (1:22) |
Part 3 –Independence
Practice (2:50) |
The teacher instructs the children to look at the pictures on their own and use the strategy to predict what the words say |
Why does the teacher include this last segment of the mini–lesson? |
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| Part 4 – Transition to Sharing (3:20) |
The teacher reviews basic guidelines for IR and signals routines for transition to IR |
How do the activities in this segment prepare the students to be successful in IR? |
Transition to Independent Reading
(2:52) |
| Independent Reading |
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| Conference 1(2:01) |
Teacher confers with individual students while they are independently reading |
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Conference 1 (1:55) |
| Conference 2 (2:26) |
Conference 2 (1:59) |
| Conference 3 (3:36) |
Conference 3 (0:52) |
| Conference 4 and Transition to Sharing (3:14) |
Conference 4 and Transition to Sharing (3:46) |
| Sharing and Closure |
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| Sharing 1 (3:27) |
Students share selections from their reading and strategies they used; students respond to the person sharing. |
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Sharing (2:18) |
| Sharing 2 (2:56) |
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| Sharing 3 and Closing (3:16) |
Teacher closes the lesson by shading in the Stamina Tree and reviewing the lesson focus |
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