Reading,+Mini-lesson


 * K - 5 CHILDREN LEARN BEST WHEN WE TEACH **

|| In a daily lesson, based on a developmental sequence of reading skills and the curriculum calendar, teacher models reading behaviors and strategies using big books, various charts and/or white board. Do children have a chance __ within the lesson __ to practice what's taught, before they go off and do it "on their own" or in groups? ||
 * BEST PRACTICES: || ** Reading Mini-lesson **
 * Kindergarten || Addresses a concept of print, reading behavior, decoding or comprehension strategy.
 * Grade 1 || Addresses a reading behavior, decoding or comprehension strategy. In a daily lesson, based on student needs as assessed ﻿?, a developmental sequence of reading skills, and the curriculum calendar, the teacher models reading behaviors and comprehension strategies using a read aloud book, a big book, various charts and/or white board. Do children have a chance __ within the lesson __ to practice what's taught, before they go off and do it "on their own" or in groups?

After the mini-lesson the students are expected to read independently, silently and fluently, using and practicing the behaviors and/or comprehension strategies just taught. They also can be expected to be called to a guided reading group during this time. ||
 * Grade 2 || Addresses a decoding or comprehension strategy. In a daily lesson, based on student needs as assessed ﻿?, a developmental sequence of reading skills, comprehension skills as described in // Strategies that Work // (Harvey & Goudvis) and the curriculum calendar, the teacher models reading behaviors or comprehension strategies using a read aloud book, shared reading on an ELMO, various charts and/or white board. Do children have a chance __ within the lesson __ to practice what's taught, before they go off and do it "on their own" or in groups?

After the mini-lesson the students are expected to read independently, silently and fluently, using and practicing the behaviors and/or comprehension strategies just taught. They also can be expected to be called to a guided reading group during this time.

Embedded in shared reading/read aloud and following the grade curriculum unit of study. ||
 * Grade 3 || Addresses a comprehension strategy as described in // Strategies that Work // (Harvey & Goudvis) . In a daily lesson, based on student needs as assessed ﻿? and the curriculum calendar, the teacher models a comprehension strategy using a read aloud book, shared reading text on an ELMO, various charts and/or white board. Do children have a chance __ within the lesson __ to practice what's taught, before they go off and do it "on their own" or in groups?

 After the mini-lesson the students are expected to read independently, silently and fluently, using and practicing the strategy just taught as well as strategies taught up to that point. They also can be expected to be called to a guided reading group during this time. ||
 * Grade 4 || Addresses a comprehension strategy as described in // Strategies that Work // (Harvey & Goudvis) . In a daily lesson, based on student needs as assessed ﻿? and the curriculum calendar, the teacher models a comprehension strategy using a read aloud book, shared reading text on an ELMO, various charts and/or white board. Do children have a chance __ within the lesson __ to practice what's taught, before they go off and do it "on their own" or in groups?

After the mini-lesson the students are expected to read independently, silently and fluently, using and practicing the strategy just taught as well as strategies taught up to that point. They also can be expected to be called to a guided reading group during this time. || After the mini-lesson the students are expected to read independently, silently and fluently, using and practicing the strategy just taught as well as strategies taught up to that point. Students may complete written reading responses both in class and at home. ﻿Are these responses part of the mini-lesson? When/how are they taught or modeled, if they are? They also can be expected to be called to a guided reading group during this time. ||
 * Grade 5 ||   <span style="color: black; font-family: arial,helvetica,sans-serif; font-size: 11pt; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Addresses a comprehension strategy  as described in // Strategies that Work // (Harvey & Goudvis), supplemented by other sources <span style="font-family: arial,helvetica,sans-serif;">. In a daily lesson, based on student needs as assessed ﻿? and the curriculum calendar, the teacher models a comprehension strategy using a read aloud book, shared reading text on an ELMO, various charts and/or white board. Do children have a chance __ within the lesson __ to practice what's taught, before they go off and do it "on their own" or in groups?