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Discussion Assignment 1- See new articles on
Discussion of Duke and Pearson
Reading A-Z discussion of
Easy enough for independent reading = 95 – 100%
Instructional level for use in leveled reading session = 90 – 94%
Too difficult and will frustrate the reader = 89% and below
Guided Reading Powerpoint
clidas guided reading with emergent readers.pdf
Wright Group Video Clips of Guided Reading
Brace Map of "What is Guided Reading?"
Decoding and Comprehension Strategies
Scholastic Parents' Page
Developing a Day of Instruction
Discussion of Chapter 2 of Allyn
1. Choose your Reading Unit
2. Develop your Framing Question
3. What State Standards align
A Day of Instruction in a First Grade Classroom.doc
1. Include an introduction that provides the context for your "day of instruction" by explaining what grade level. You might want to explain that this is framed within a "balanced literacy approach" that is informed by Mermelstein (2006), Allyn (2007), or any other references you are using to define the frame of your instruction.
2. Provide in chart or paragraph form the structure and sequence of your literacy instruction for one day (see rubric).
3. For shared reading your procedure portion of the lesson plan can include general statements instead of a script of what you say page by page through the book.
4. A lesson plan is not necessary the independent reading portion of the day (just discuss if students are reading with a particular teaching point in mind that could connect with your read aloud or shared reading portions).
For independent reading:
What are the kids reading (not specific book titles)?
Is everyone reading at the same time?
How long will they have to read?
What structures are in place so the students' know what to read and where to find materials?
Is it a part of your Reading Workshop's Whole-Part-Whole model?
On Solid Ground
: Read chapter 1-2 on your own.
Discuss with your group what Taberski thinks about "how children acquire fluency and independence in reading. What are your experiences that support or do not support her claims?
Discuss with your group what Taberski thinks about the teacher's role? What are your experiences that support or do not support her claims?
Reading with Meaning:
Read chapter 1-2 on your own.
Discuss with your group any connections you can make from your own teaching experience or coursework that relate to the framework and gradual release of responsibility model discuesed in chapter 1.
Discuss with your group Miller's ideas for community building. Do you agree or disagree? Have you observed this type of classroom community or struggled to develop it?
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