| Reading Process | Classroom Environment | Instructional Decision Making | Sample Lessons by Level |
|---|---|---|---|
Level 11 Sample Lesson – Day 1
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Supporting Documents: |
(Video Clip) |
(Video Clip) |
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| Before Viewing | Review Book and Reader Characteristics for Levels 10-12, and the books, Bandages (Level 10) and Ten Little Bears (Level 11) before viewing the teacher commentary clip. | Introduction to the Lesson (4:57) | ||
| Familiar Rereading
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Develop fluency Practice strategies independently
Assess student strengths and needs |
Each child reads a previously-read book independently
Teacher takes a running record on one child’s reading (rotate child each lesson) |
What do you learn about the child’s strengths and needs from the running record? What teaching point might you choose? | |
| Running Record Teaching Point (Concluding Familiar Rereading) (2:20) | Teach or reinforce a problem-solving strategy students can use while reading the current and future texts. | Based on the running record, teacher chooses the strategy to teach or reinforce, refers to what the child did in the text and how the strategy applies, and may give the child opportunities in the text for additional practice. | Note some of the teacher’s language and teaching moves in her teaching point. Why does she use these approaches?
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Running Record Teaching Point (2:39) |
| Word Work (1:53) | Learn how words work; Reinforce reading-writing connections | Students practice reading, writing, or manipulating letters, words, or word parts as appropriate to their reading competencies | How does the way the word work is taught show children how it will help them in reading? In writing? | Word Work (1:34) |
| Book Introduction (3:04) | Provide basis for students to successfully and independently read the new book; gives support while leaving problem solving work for children to do. | Teacher engages students with the central ideas of the text and connects with background knowledge; briefly summarizes the story; introduces unfamiliar language structures or specific words; sets purpose for reading | What elements of the introduction set the children up for success in independently reading the book? What work does the teacher leave for the students so that they would have to problem-solve for themselves? | Decisions about the Book Introduction (1:52) |
| Reading the New Book (6:51) | To provide opportunities for students to practice strategies for reading appropriate to their current reading levels | Each student reads softly on his/her own; teacher listens to, prompts, and praises each child individually to support developing strategies | As the children read independently, what reading behaviors does the teacher support? What does she say or do to support these behaviors? (Refer to the “Reader Behaviors” column of the “Characteristics” chart before you watch.) |
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| Comprehension (0:34) | Emphasize importance of making meaning through reading; reinforce comprehension strategies. | Pose a question, preferably open-ended, about the story, and encourage divergent responses; or provide time for students to talk about their own questions, connections, or interpretations of the story. | How might you structure discussion of the story that moves beyond the literal level? | |
| Teaching Point (2:31) | Teach or reinforce 1 or 2 problem-solving strategies students can use while reading the current and future texts. | Choose the most important strategy(ies) based on having listened to students’ reading. Concisely explain the strategy. Include positive examples of its use by the students if possible. Take students into the text to apply it. Observe their attempts and support as needed. Reiterate the strategy and how students can use it whenever they read. | What are your thoughts about the teaching points? | |
| Complete Lesson (19:52) |