This K-5 session focuses on assessments and grouping for guided reading. What assessments are necessary to inform instruction? How do I use a continuum of reading behaviors to assess and group students? How does instruction in small group change over the year and across the grades? How do I group my students and how often should I change my groups?
This K-5 session focuses on coming to a common definition of guided reading designed to support student meaning-making.What is Guided Reading?What best practices are critical for an engaging and effective small group lesson?What does it mean to co-construct meaning?What role does purposeful talk play in small groups? How is talking well about a text taught?
This session focuses on how to bridge reading and writing instruction using Shared Reading texts. What else happens after we read the shared reading book? What opportunities for learning through writing does the book offer? Modeled Writing Shared Writing Extensions How can we support students to apply foundational skills through writing? How can we determine appropriate teaching points within shared and modeled writing? [...]
This session focuses on the kinds of instruction that occur once the text has become familiar to students. What happens after we read the shared reading book? What opportunities for learning does the book offer? extending oral language and comprehension through discussions developing vocabulary knowledge exploring how words work applying foundational skills in context How can we determine appropriate teaching points? [...]
This session focuses on the intention behind the Shared Reading Approach. What is the purpose of Shared Reading in a rich thinking and talking curriculum? What is the role of repeated readings in Shared Reading to develop and expand language? What do we consider when choosing texts for engaging and thoughtful Shared Reading? How do we design lessons to develop comprehension, reading behaviors, and foundational [...]
Join literacy consultant Debra Crouch as she shares a big book with a San Diego Kindergarten class. This introductory session focuses on meaning and cognition of Which Pet is Best? Watch how Debra models her thinking about how the book works. Most conversation happens as whole-group discussion, until the turn-and-talk at the end of the book.
This follow-up reading's focus is about 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 pointer to track the print by moving fluidly under the text, as all students in the class have one-to-one [...]
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 establish meaning, discusses meaning of the vocabulary word, and then rereads the sentence to put the word back into context. Students join in reading the text aloud with her [...]
Before the video begins, Debra had students draw and write a response to the book: write about a pet you think is best. After collecting the students’ writing, Debra examined their writing to determine an appropriate teaching focus for word study. Debra determined that the word study focus would be to encourage students to ask themselves, “Does the word look right?” after they write a word. [...]
This modeled writing experience gives children an opportunity to hear a writer decide what to write about, how to say the ideas to be written, and to notice strategies and conventions for getting an idea onto paper. Literacy consultant Debra Crouch writes about a topic the students had already written about: the best pet. After discussing the topic with students, Debra discusses different ways to begin [...]