Video of Guided Reading for Middle School Students
This collection of videos is intended every bit a series of demonstration lessons offering educators a common feel for discussing and exploring student learning and instructional possibilities. They are NOT intended to be "model" lessons, implying they illustrate how every lesson should be conducted nor how every series of lessons should proceed.
Starting a New Shared Reading Book with Kindergartners (Video one of 7)
Join literacy consultant Debra Crouch as she shares a big volume with a San Diego Kindergarten class. This introductory session focuses on significant and cognition of Which Pet is Best? Lookout man how Debra models her thinking about how the volume works. Most conversation happens equally whole-grouping give-and-take, until the turn-and-talk at the cease of the book.
Deepening Meaning: Returning to the Book with Kindergartners (Video ii of seven)
This follow-up reading'southward focus is well-nigh deepening meaning of the book. Debra again models her thinking and invites students to turn-and-talk several times during their second reading of Which Pet is Best? Students join in reading the text aloud with the teacher as they choose. Debra uses a arrow to track the impress by moving fluidly nether the text, every bit all [...]
Building Vocabulary During Shared Reading with Kindergartners (Video 3 of 7)
In this installment with Debra Crouch, she and her students revisit the text to focus on vocabulary —specifically, describing words. Students discuss numerous describing words in the book. With each word discussed, Debra reads the sentence on the page to plant meaning, discusses meaning of the vocabulary word, and then rereads the judgement to put the word dorsum into context. Students join in [...]
Discussion Study: Returning to the Shared Reading Text (Video 4 of 7)
Earlier the video begins, Debra had students draw and write a response to the book: write about a pet you think is all-time. Subsequently collecting the students' writing, Debra examined their writing to determine an advisable educational activity focus for give-and-take study. Debra determined that the word study focus would be to encourage students to enquire themselves, "Does the word look [...]
Modeled Writing with Shared Reading for Kindergartners (Video 5 of seven)
This modeled writing feel gives children an opportunity to hear a writer decide what to write about, how to say the ideas to be written, and to observe strategies and conventions for getting an idea onto paper. Literacy consultant Debra Hunker writes about a topic the students had already written about: the all-time pet. Afterwards discussing the topic with students, [...]
Extend Oral Language with Kindergartners (Video vi of vii)
This lesson happened just before the first reading of Which Pet is Best? The book had been used in several reading sessions the previous week. In this session, several pages, not the entire book, are used as a warm-up at the offset of shared reading time to extend oral language. Students join in the reading as they choose. The language focus is [...]
Extending Oral Language, Small Grouping Kindergarten (Video vii of 7)
SMALL Grouping READING TO EXTEND ORAL Linguistic communication Lookout man as the teacher leads a reading lesson with a small grouping of kindergarten children. The teacher invites each child to look at the pictures in the volume and asks the child open questions about the story. Well-nigh of all, the teacher prompts the child to utilize their own words. She also asks [...]
Shared Reading: Returning to the text – Building vocabulary for Starting time Graders (5 of 8)
This revisit to the text focuses on vocabulary—noticing interesting and more specific discussion choices. Students discuss some of the interesting words the writer uses in the book and how they brought more specificity to meaning. With each give-and-take discussed, there is reading of the sentence on the page to establish meaning, word of the vocabulary give-and-take, partner talk near [...]
Shared Reading: Returning to the text – Modeling Writing for First Graders (6 of 8)
This modeled writing experience gives children an opportunity to hear a writer determine what to write almost, how to say the ideas to be written, and to notice strategies and conventions for getting an thought onto paper. The instructor writes about a topic the students would afterward be writing about during independent work time. Afterwards discussing the topic with [...]
Shared Reading: Returning to the text: Office ane—Phonemic awareness for First Graders (7 of viii)
The outset role of this two-role lesson is designed to support students to listen for sounds in words. (This item sound, the long /e/ sound, was chosen for instruction considering there were many examples of words in two well-known books with this sound that used varied spelling patterns to represent the sound.) The teacher revisits two known books, rereading [...]
Shared Reading: Returning to the text: Part ii—Phonics for First Graders (8 of viii)
In this lesson, students' attention is drawn to the numerous ways the long /e/ sound is represented in words. The teacher and the students underline the spelling pattern that represents the long /e/ sound.The teacher and students sort some of the words into groups according to the spelling blueprint used to represent the long /e/ sound. The lesson focus, [...]
Guided Reading, First Grade First reading of the informational text, Clever Tails
In the video, the first reading of the volume, Clever Tails, occurs in a unmarried guided reading session, yet, a classroom teacher might choose to have students read part of the book in one guided reading session and read the rest of the book in a 2d guided reading session. Collaboration goals for all the lessons: Students are working [...]
Guided Reading, First Grade Returning to the informational text, Clever Tails
At that place are two bookish focuses as students return to this known text. The start focus is deepening comprehension of primal concepts in the text. Past rereading the text and talking more about the content of the text, readers deepen their understandings as required in more than circuitous texts. The students use the index to determine what section of the text [...]
Guided Reading, Offset Class Get-go reading of the fiction text, The Monkey's Tail
This lesson begins with students rereading Clever Tails to think more about the strategies they apply as readers. The fiction text in the pair, The Monkey's Tail, has the same key concepts as the informational text, Clever Tails, so revisiting those key concepts supports the students to be successful with the upcoming text. The teacher takes a reading record [...]
Guided Reading, Tertiary Grade Session 1 with the informational text, Amazing Salamanders
The lesson begins with students rereading a text from a previous guided reading lesson to remember more than about the strategies they use every bit readers. The teacher takes a reading record with one student while the other students read silently. Collaboration goals for all the lessons: Students are working on explicate their thinking fully to the group, waiting until others [...]
Guided Reading, 3rd Grade Session two with the fiction text, The Salamander Surprise
The teacher reminds students to go on to note in what in the text supports their ideas. Students hash out Chapters ii-4, standing to figure out the story (characters, setting, and plot and how they connect) by thinking about what is revealed through what characters say, do, and think and how they collaborate with others (the relationships between characters). [...]
Guided Reading, Third Course Session one with the fiction text, The Salamander Surprise
The students brainstorm the lesson past revisiting their collaboration goals. The lesson with Salamander Surprise starts with a quick noticing of the table of contents to anticipate the storyline. Students silently read the outset two pages of Affiliate i to begin thinking nigh what is revealed through what characters say, do, and think. Students continue to notation what in the [...]
Guided Reading, Third Course Session ii with the informational text, Astonishing Salamanders
This lesson begins with a discussion of strategies the readers used during the first session with the book. The students are encouraged to explicate their thinking fully to the group by noting what in the text supports their thinking. Session two includes reading and discussing Chapters 2 & 3. Students work to integrate running text and photographs and other [...]
Guided Reading, Fifth Grade Session 1 with the fiction text, Ahmad's Journey
Reading Ahmad'southward Journey begins with students silently read the outset four pages of Chapter 1 to brainstorm thinking most what is revealed through what characters say, do, and think and how characters interact with others, revealing the relationships between characters. Afterward noticing the asterisks on page seven, which indicate a change in point-of-view in the story, students read the [...]
Guided Reading, 5th Grade Session 2 with the fiction text, Ahmad'south Journey
Students discuss Chapters 2-iv, continuing to recollect about what is revealed through what characters say, practise, and retrieve and how they interact with others (the relationships between characters). They likewise begin to evaluate the motivations of the characters as revealed through character actions and decisions. After noticing the multiple points-of-view in the text, students piece of work to understand how the [...]
Guided Reading: Returning to the Volume: Phonemic Awareness and Phonics for First Graders
The word work lesson supports students to search for and use chunks in words to decode multisyllabic words. The lesson begins with students discussing strategies they apply to effigy out words. Students and then examine several words from the text to look for parts of words they recognize to aid decode multi-syllabic words. All the words used were known to [...]
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