| Reading Process | Classroom Environment | Instructional Decision Making | Sample Lessons by Level |
|---|---|---|---|
Level 13 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 13-16, the book, Ratty-Tatty (Level 13) and other level 13-16 books before viewing the teacher commentary clip. | Introduction to the Lesson (2:24) | ||
| Book Introduction (3:31) | 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 (2:33) |
| Reading the New Book (5:57) | 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.) | Reading the New Book: Supporting and Prompting (1:43) |
| Comprehension (0:44) | 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. | What was accomplished in this short comprehension discussion? After viewing the lesson clip, watch the Teacher Commentary clip. Then discuss: how might you extend discussion of the story to promote more thinking about the themes and ideas? | Comprehension (0:49) |
| Teaching Point (3:03) | 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 point? | Teaching Point (1:24) |
| Word Work (2:51) | 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 | Why is the word work chosen important for children’s reading and writing? | Word Work (2:46) |
| After Viewing | After viewing the Lesson Planning Teacher Commentary clip, discuss any final reflections on the lesson. | Lesson Planning (3:24) | ||
| Complete Lesson (21:42) |