Reading Process Classroom Environment Instructional Decision Making Sample Lessons by Level

Level 17 Sample Lesson – Day 1

Levels 17 – 20: Day 1 Supporting Documents: 


Lesson Segment
(Video Clip)
General Purpose
Questions to Consider While Viewing (Links to Facilitator Notes for PLC)
Teacher Commentary
(Video Clip)
Before Viewing     Review Book and Reader Characteristics for Levels 17-20, and the excerpts from books used in this lesson: Emergency (lv 18) and Animal Messages (lv 17) and other level 17-20 books before viewing the teacher commentary clip. Introduction to the Lesson (1:44)
Familiar Rereading 







Running Record





Running Record Teaching Point (2:10)

Develop fluency
Practice strategies independently  




Assess student strengths and needs




Teach or reinforce a problem-solving strategy students can use while reading the current and future texts.

Each child reads a previously-read book independently 


Teacher takes a running record on one child’s reading (rotate child each lesson)


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.

Review the running record before viewing the lesson segment. What role do familiar rereading and the running record play at these levels? Running Record and Teaching Point (1:12)
Lesson and Book Introduction (4:15) Provide basis for students to successfully and independently read the new text with the focus on strategies for comprehension Teacher engages students with the central ideas of the text and connects with background knowledge; introduces unfamiliar language structures or critical vocabulary not explained in the text; sets purpose for reading; introduces or reinforces comprehension strategies. What is the comprehension focus and how does the teacher establish it? What support does she provide for independently reading the book and why? Decisions about the Lesson and Book Introduction (1:30)
Initial Reading of the New Book (5:33) To provide opportunities for students to practice strategies for reading appropriate to their current reading levels Each student reads silently except when the teacher listens; teacher listens to, prompts, and praises each child individually to support processing the text Observe the children’s reading behaviors as they read independently. (See text excerpts for Animal Messages while you view the lesson.) Note some of the teacher’s language as she prompts. What reading behaviors does she support? Initial Reading the New Book: Supporting and Prompting (2:06)
Teaching Points (1:04) 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? Teacher Notes and Teaching Points (1:45)
Rereading and Responding for Comprehension (4:54) Emphasize importance of making meaning through reading; reinforce use of comprehension strategies through developing verbal, written, or other types of responses. Children read and respond individually or with partners; teacher observes and prompts to support strategies for the comprehension focus, as well as continuing support for processing the text. How does the teacher support each child in formulating an answer to his question using the text?
See Animal Messages excerpts and Student Questions and Responses while you view the lesson.
Responding for Comprehension: Sharing (3:03)     What is accomplished in the sharing segment of the lesson? Supporting the Comprehension Focus (3:29)
Complete Lesson (20:38)