November 5th, 2015
Reading Aloud and a Picture Walk
Preview: Look and cover and predict what you think this book will be about
Purpose: Setting the stage for new learning
Prior Knowledge: What do you know about this topic? Turn and share in a complete sentence.
Recommendations as you volunteer:
- Set a purposeful skill and strategy
- Plan by reviewing the text you are using
- Nuture students towards independence
- Gear your approach to their interests
- Allow for authentic literate conversations
- Revisit a text to build comprehension and fluency
- Look for ways to connect reading and writing to support each other
Guided Release of Responsibility:
Read It Again:
Revisiting Texts -
Fluency, main idea, characters,
The Three Ps Book Introduction
Helping students preview texts independently helps them access texts they choose to read:
Purpose - Why are we reading this text? Is it to study the characters or track our thinking out loud. Let students know upfront.
Prior Knowledge-Is all the knowledge a student has about the topic. "what do you already know about..."
Your Turn--Prompting and Questioning:
VIDEO: Vocabulary Lesson
Sticky Note Response
- Tracking thinking so that students engage with text
- Tabbing points of interest
- Spotting strategies such as places to infer, summarize, connect, predict or visualize
You can call this STOP and JOT as your student reads text.
Wondering During Reading
Model and demonstrate your wonderings as you read and encourage students to do the same.
During reading, pause and ask students to tell what they are wondering about and what they think their answers may be.
A bookmark with "I Wonder..." can be filled out as student reads and pauses to wonder.
VIDEO: Debbie Diller and her modeling and thinking aloud using The Lotus Seed
Sketch and Label
Use your green paper and sketch and label using The Lotus Seed or your choice of book. Find a tablemate and share your drawing.
- Use your flipbook to find additional prompts to use with your students
- Make simple books to capture beginning, middle and end retellings
Your Questions and Answers:
What if my student is reading at a "D" level book? How do I support reading when it is difficult for them?
If students are at the solving word stage, you can use the following prompts to decode unknown words and work toward fluency and reading phrases and then finally to complete sentences. If your readers are struggling a lot, spend some time with decoding words if they stop at every single word. If students only make occasional errors, then don't correct all errors. Have them read for meaning and then go back to areas where they struggled.
- Volunteer says, "Listen to how I start this word" or "Look at the beginning" or "You can look at the first letter and say the first sound."
- Prompt by saying, "It starts like this____." or "Say this much" and show them how to say part by part.
- Teach: "That did not make sense. You may need to stop when it doesn't make sense. Watch me check it" Volunteer models by reading the word under the problem word and says the word slowly. Then lets student try.
- Volunteer says, "Does the word you said look like the word on the page?"
I want to work on fluency? How can I prompt for this?
- Volunteer says: "I am going to read this faster." Or "Listen to how I read this faster."
- Prompt your student like this: "Read these words quickly." (model) or "Read this part faster, again." or "Move your eyes forward quickly so that you can read more words together."
- For reading with expression say: "Make a full stop at the period."
- "Make your voice go up when you see a question."
- "Use emphasis when you see an exclamation point like this." (model this)