|Reading Process||Classroom Environment||Instructional Decision Making||Sample Lessons by Level|
Level 8 Sample Lesson – Day 2
|Word Work 1 (1:49)||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 purpose does it serve to ask the students “Is that how it looks in a book?”|
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 Day 2 lesson)
|Follow the running record as you listen to the child read.
What teaching point might you choose and why?
|Teaching Point (1:53)||Individual support based on how the child is using strategies||Examine the running record to find the strategic behavior that will most move forward the child at this point, and the clearest example to teach it.||After viewing the lesson clip, watch the Teacher Commentary clip on why she chose her TP. What did you learn from her explanation?||Why the running record and Teaching Point (2:26)|
|Comprehension (0:53)||Emphasize importance of making meaning through reading; reinforce comprehension strategies||Pose an open-ended question for discussion about the story.
Encourage divergent responses.
|How did the teacher’s question encourage students to think about the story? What alternate question(s) might you ask?|
|Group Teaching Point (1:51)||Teach or reinforce a strategy important to students moving forward||Concisely explain the strategy.
Take students into the text to apply it. Observe their attempts and support as needed. Reiterate the strategy and how they can use it whenever they read.
|Do you think the teaching point was a good choice? Why or why not?|
|Word Work 2 (3:05)||Teach and reinforce how words work (letters, sequential order, high frequency word recognition, word parts, analogies, etc.)||Practice high-frequency words in multiple modalities; use magnetic letters or dry erase boards to focus on inflectional endings, beginning and ending of words, or making words through analogies||Why is it critical for students to be fast and fluent with high frequency words at this level? How did the procedures support this goal?|
|Writing Part 1 (5:34)||Practice and support behaviors used while writing; maximize reading/writing reciprocity||Students write a story related to the text, incorporating elements needing reinforcement (e.g., high frequency words, hearing sounds in words). Story may be dictated by teacher, or created with students.Teacher prompts to each child’s needs.||Note the prompts the teacher uses with students. What strategies and skills is she reinforcing?||Writing decisions (1:44)|
|Writing Part 2 (2:54)||Why does the teacher have the children who were finished their stories practice words on their practice page?||Reading/Writing connections (2:43)|
|Complete Lesson (21:21)|