Reading Process Classroom Environment Instructional Decision Making Sample Lessons by Level

Level 5 Sample Lesson – Day 1

Levels 3 - 5: 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 3-5, before viewing the teacher commentary clip. Sequencing Books, Levels 4-5 (3:50)
Examine the books, I Can Jump and Tom is Brave, or other Level 3-5 books before viewing the teacher commentary clip. Introduction to the Lesson (1:32)
Familiar Rereading 




Running Record (0:43)

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 from the running record? What teaching point might you choose?  
Running Record Teaching Point (0:59) 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. What is accomplished with the teaching point? Running Record and Teaching Point (2:17)
Word Work (2:41) 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 What does the teacher do and say to connect the word work to reading a book? Why is this important? Word Work (0:34)
Book Introduction (2:57) 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 (1:42)
Reading the New Book (3:29) 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.)
Teacher Support during Reading of the New Book (1:26)
Teaching Point (2:27) 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. Why do you think the teacher chose these teaching points? What makes them effective? Teaching Point (2:17)
Reflections on the Lesson and Organizational Tips     Watch the Reflections and Organizational Tips clips. Then discuss how these ideas relate to your own teaching. Reflections on the Lesson (2:12) 

Organizational Tips (2:51)

Complete Lesson (13:24)