Reading Process Classroom Environment Instructional Decision Making Sample Lessons by Level

Level 8 Sample Lesson – Day 1

Levels 6 – 9: 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 6-9 and the book, Bully Dinosaur, before viewing. Introduction and Lesson Focus (1:41)
Word Work Warm-Up (2:09) Warm-up;
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 is accomplished by beginning the lesson with this word work?
Book Introduction (2:54) 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 (1:02)
Reading the New Book (5:12) 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 Using the “Reader Behaviors” column of the “Book Characteristics” chart, what appropriate behaviors do you notice the children doing? What does the teacher say and do to support behaviors students are working on? Teacher Support during Reading of the New Book (1:04)
Comprehension (0:53) Emphasize importance of making meaning through reading; reinforce comprehension strategies Assess and develop students’ initial understanding of the story through questions and discussion. What does the teacher accomplish in this segment?
Teaching Point (2:13) Teach or reinforce a problem-solving strategy students can use while reading the current and future texts. Choose the most important strategy 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 this teaching point? What makes it effective?
(You may want to review the Teacher Notes in Supporting Documents.)
Teaching Point (2:16)
Sound Boxes (5:18) Support students in slowly articulating (stretching out) words to hear and record their sounds as a strategy to use while reading and writing Slowly say the word and have students do the same. Students write the letter(s) they hear for each sound of the word in the appropriate box as they stretch out the sounds in the word. What do you notice about how the teacher supports the students? Sound Boxes (1:08)
Reflection on the lesson Review the Teacher Notes taken during the reading of the new book. Watch the Teacher Note-Taking video clip. What can you learn from how the teacher took notes? Teacher Note Taking (1:51)
Watch the Final Reflections clip. Then discuss your own reflections on the lesson. Ending Reflections (1:08)
Complete Lesson (24:54)