OH MY GOODNESS! I am SOOOOOOOOOOOOO excited!!!! I have preordered this book for my niece, Zoey, and my nephew, Isaac. It will arrive in MAY!!!!!!!!!!!!!!!!!
Filed under: writing | Tagged: kindergarten, Pete the Cat and His Four Groovy Buttons, shared reading | 2 Comments »
Some teachers wrote a few ideas:
LOTS OF LESSONS:
http://www.teachingheart.net/oldlady.html
RETELLING:
http://almostunschoolers.blogspot.com/2011/11/there-was-cold-lady-who-swallowed-some.html
A HINT of lessons:
http://lilcountrykindergarten.blogspot.com/2012/01/there-was-cold-lady-who-swallowed-some.html
Emergent Reader:
http://candokinders.blogspot.com/2012/01/cold-lady-snow-pipe-stick-can-you-guess.html
http://www.cowden-herrick.k12.il.us/staff/burruscarolyn/readquiz/coldlady.htm
http://southcentralflannelboardfactory.wikispaces.com/There+Was+A+Cold+Lady+Who+Swallowed+Some+Snow
http://www.teacherspayteachers.com/Product/There-Was-a-Cold-Lady-Who-Swallowed-Some-Snow-activities
http://www.makinglearningfun.com/themepages/ThereWasanOldLadyWhoSwallowedSomeSnow.htm
http://www.cyberspaces.net/6traits/oldlady.html
http://www.pecs4autism.com/servlet/the-965/There-Was-A-Cold/Detail
Filed under: writing | Tagged: kindergarten, shared reading, There Was a Cold Woman Who Swallowed Some Snow | Leave a Comment »
REVISED LESSON: NOVEMBER 9, 2011
I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading
Day 1- Enjoyment of the story
Before Reading:
Introduce the title, author and illustrator; Show the cover and talk about what the students notice on the cover? (Thanksgiving feast, food, pie). Why do they think that? Explain that in this story
(Amazon Summary of Story: I know an old lady who swallowed a pie, a Thanksgiving pie, which was really too dry. And with that the feast begins! After the pie the old lady swallows a whole squash, all of the salad, and the entire turkey! As Mother and Father watch in shock, the two children are delighted to see the old lady growing fatter and fatter. And, in the end, the old lady makes a surprising and humorous contribution to the holiday festivities.)
Set purpose: Today your job is to think about what the old lady ate during the feast while I read the story.
During Reading:
Read the story aloud.
After Reading:
Return to the set purpose. What food did the old lady eat?
I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading
Day 2
Materials Needed
Print the Shared Reading Retelling Sheet page 3 for all students, word cards for all food (see after), retelling cards for pocket chart (Retelling pdf); print one copy of page 2 for the teacher for the document camera (Shared Retelling)
http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html
Before Reading:
Use the cover to have the students retell the story. If needed, you can flip through the pictures of the book to help.
Set Purpose:
Today your job is to use the pictures to notice the order of the food that the old lady eats.
During reading:
After reading:
Use name cards of the food and picture cards to put in the pocket chart. Place the cards in the chart in the order that they appear in the story. Match the word with the picture. HAVE STUDENTS help. Pass the name cards of the food and the picture cards to students and read the retelling page or book as needed to check for understanding.
I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading
Day 3
Materials Needed Use yesterday’s Retelling cards for pocket chart (Retelling pdf); copy the emergent reader for all students; copy the Sequencing.pdf for all students;
http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html
Before Reading: It is important to know the order or sequence that events take place in a story. It helps you understand what you read. Today the old lady ate the food in a certain order. Use the cover to have the students retell the story. If needed, you can flip through the pictures of the book to help. The beginning letter of a word helps you read the word. For example, I see p so this is pie. I see p and there are lots of letters … pumpkin. (Note to teacher picture yourself in front of the students explaining how to read the words, think through the words).
Set Purpose: Today your job is to use the beginning letter to help you read the word to notice the order of the food that the old lady eats.
During reading:
After reading:
Use name cards of the food and picture cards to put in the pocket chart. Place the cards in the chart in the order that they appear in the story. Match the word with the picture. HAVE STUDENTS help. Pass the name cards of the food and the picture cards to students and read the retelling page or book as needed to check for understanding. How do we know what are the food words.
*reading the food words is the added layer to the lesson today
I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading
Day 4
Materials Needed Syllable Sort (one page for two students)
http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html
Before Reading: Sometimes words have one beat (clap hands once). Sometimes words have two beats (clap hands twice). Say words to give examples: dog(1); cat(1); elephant(3); puppy(2)
Read food words I Do We Do. Teacher reads Pie. Students read Pie. How many claps? Children clap. How many fingers? 1 Place pie under 1.
Set Purpose:
Today your job is to notice if the word has one beat (syllable) or two beats (syllables).
During reading: Read book paying attention to food words
After reading: Read the food words and do the sort. Then the students do the syllable sort.
I Know an Old Lady Who Swallowed a Pie by Allison Jackson Shared Reading
DAY 4 OPTION 2:
http://candokinders.blogspot.com/2011/11/youve-gotta-see-this.html
The kinder teacher at the blog CAN DO KINDERS, is choosing a different Phonemic Awareness skill to complete on day 4. It makes sense since her class is working on beginning sounds. She put together the printables for a beginning sound sort. Scroll down and you will see where she posted the sort.
Materials Needed: Beginning Sound Sort (one page for two students)
http://candokinders.blogspot.com/2011/11/youve-gotta-see-this.html
Before Reading: Show a picture. What is the letter name? What is the letter sound?
Read food words I Do We Do. Teacher reads Pie. Students read Pie.
Set Purpose:
Today your job is to notice what the beginning sound of the food that the old lady ate is.
During reading: Read book paying attention to the beginning sounds of the food words
After reading: Read the food words and complete the sort. This is a ____ (name of picture). It has the sound ___. It has the letter _____. Then the students do the beginning sound sort individually with their own materials. This is a ____ (name of picture). It has the sound ___. It has the letter _____.
Day 5
Materials Needed
Emergent Reader; Retelling Sheet; Sequence pictures from Sequencing.pdf (needs to be copied for today’s lesson); pictures from day 2
http://lilcountrykindergarten.blogspot.com/2011/11/i-know-old-lady-who-swallowed-pie.html
Before Reading: Teacher models retelling the story using the pictures. Teacher models retelling the story using the food names. Teacher models reading the retell sheet. Teacher models reading the emergent reader.
Set Purpose: Today your job is to read, read again and read, read read read again and then retell the story using the pictures of food and the food names.
During reading: Read and Retell with pictures and food names
After reading: The teacher guides the students to retell using the pictures and food names. Each student has their own from the sequence pdf.
Filed under: writing | Tagged: Allison Jackson, Beginning Sound Sorts, beginning sounds, Building Blocks, I Know An Old Lady Who Swallowed A Pie, kindergarten, Retelling, Sequencing, shared reading, Sorting, Syllable Sort, syllables | 6 Comments »
The Big Leaf Pile (Clifford books) ISBN 0-439-21357-6
Guided Reading The Four Blocks Way by Patricia Cunningham and Dorothy Hall
Day One
Before reading – Discuss prior knowledge of fall and leaves. What do trees look like in Fall / Autumn colors? What happens to leaves? Why? (If known) Show book to students, make a life link. Ask students share links. What can we do with leaves? (rake, burn, play, piles)
OWL strategy –
Set purpose – Listen to find out if Clifford does the same things with leaves that we do.
During reading – Find out if you get an answer to your wonder question. I wonder will Clifford keep his promise?
After reading – Discuss what happened in the book. Did Clifford keep his promise? Did any of your wonder questions have answers in the book? Did Clifford do any of things we do (link to life)?
Questions may include:
When does the story take place?
Where does the story take place?
Who plays in the leaves?
What colors of leaves are found?
What sound is heard?
What is done with the leaves?
Day Two –
Before reading – Teacher has prepared sentence strips for key sentences ahead of time. See Guided Reading The Four Blocks Way book, chapter 13 “Who Mixed Up Our Sentences?” for guidance. Students put the key sentences in the order they think is correct.
During reading – The students will read to see if they have ordered them correctly.
After reading – Discuss how students figured out the sentences. Whole group checking the order.
Day three – Extension of this activity is to write the sentences on sentence strips. Cut up the sentences and place the words in envelopes. Each pair of students has an envelope containing one sentence. The student pair should put their sentence together and check it against the sentence strips on the pocket chart. Discuss that the words need to be in order to make sense. Trade envelopes several times. Students will then glue words from one sentence in the correct order on a strip of paper.
Day four – Extension of this activity. Pass out envelopes. . Students will then glue words from one sentence in the correct order on a strip of paper. Partners read book with partner again. When all reading is done, eat set of partners read their strip out loud (not in a specific order). As a whole class, sequence strips. Could have partners stand up and hold up in order or place the sentences in the pocket chart and read together. Students / Partners should use the book to justify their answers. Make changes if necessary.
The Big Leaf Pile (Clifford books) ISBN 0-439-21357-6
ANOTHER Day –
Before reading – Assign students specific pages to read (Pick a Page Strategy)
Set purpose – We will read this page several times to build fluency.
During reading – Read several times to build fluency so that we can read it fluently into a tape player for a tape at the listening center.
After reading – Listen to the tape.
*** Connections ***
collect leaves for art projects and for sorting of types of leaves, size, color, etc.
observe trees
changes in season/nature
OTHER GUIDED READING LESSONS
Songs and Poems
Down, Down Yellow and Brown
Leaves are falling all over town.
Down, Down Yellow and Brown
Leaves are falling down on my head.
Raking Leaves
I like to rake the leaves
into a great big hump.
Then I go back a little step
And bend my knees
And JUMP!
The Leaves Are Falling Down (Farmer in the Dell)
The leaves are falling down.
The leaves are falling down.
Red and yellow orange and brown
The leaves are falling down.
The leaves are falling down.
The leaves are falling down.
They tickle my nose and touch my toes.
The leaves are falling down.
Reader’s Theatre: 25 Plays for Emergent Readers (Scholastic)
The Big Leaf Pile (Clifford books)
ISBN 0-439-21357-6
Pooh’s Leaf Pile
Read one book on day one and another book on day two.
Before reading – read headings of the chart. While reading today, we will find out this information to fill in the chart.
During reading – read to figure out these answers
| Leaf colors | Sound words | What did they do with the leaves? | Characters in the story | |
| Clifford’s The Big Leaf Pile | ||||
| Pooh’s Leaf Pile |
After reading – fill in the chart. Use the book to justify your answers.
Make a Predictable Chart
I like to ___________________________________ leaves.
Examples:
I like to sort the leaves.
I like to hide under the leaves.
Follow the predictable chart steps.
Day one: brainstorm sentences (1/2 of class)
Day two: brainstorm sentences (1/2 of class)
Day three: touch read the sentences
Day four: cut into words and put the words back into sentence.
Day five: make a class book. Illustrate and read as a class.
Math
Sort and graph leaves from home and playground.
Make a class chart of information.
Attribute Sort with real leaves
If you have a red leaf stand up.
If you have a leaf with smooth edges…
Science
Chart words to describe leaves according to five senses
Writing
First graders at the beginning of the year may not be able to read text independently. Teacher should take class pocket chart paper and create individual student books for independent reading included in self-selected reading (one sentence per page, students illustrate own book).
Working With Words
Guess The Covered Word — either text
Select section of text, cover a word
Word Families
___ ake
___ ump
___ all
Filed under: writing | Tagged: Clifford, Dottie Hall, Fall, Guided Reading the Four Blocks Way, Leaves, math, Patricia Cunningham, Predictable Charts, science, shared reading, The Big Leaf Pile | Leave a Comment »
Teacher introduces the character traits for the lesson. I tell a story that includes all the character traits including repetition, child friendly definitions in context of the story, and a child friendly story to encourage high interest.
We infer the character trait after reading the page.
Teacher models inferring the character trait using a read-aloud.
Students match the same character traits that were modeled in the story and in the read-aloud to their own story. This allows for repetition of the vocabulary words or character traits.
This is an example of a student using a sticky note to track the thinking.
I pair The New Boy (read aloud) with Panda’s Surprise. I also pair Koala Lou (Mem Fox) with reading a-z’s Animal Olympics.
Character Trait: rude
Text Evidence: stuck out his tongue
So now I know (infer): Since Milton stuck out his tongue, and my mom told me that sticking your tongue out at another person is rude behavior, I can infer that Milton is rude.
I give all the kids sticky notes with the character traits written on them (see above). The child leaves tracks of his/her thinking on a page (see above).
Filed under: writing | Tagged: Animal Olympics, Character Traits, Comprehension, Debra Renner Smith, Guided Reading the Four Blocks Way, infer, inference, inferring, Koala Lou, leave tracks of my thinking, Panda's Surprise, read aloud, reading a-z, shared reading, The New Boy, tracks of thinking | Leave a Comment »
This is the cover of Mrs. McNosh Hangs Up the Wash.
Day 1
Before Reading – Building Vocabulary
Teacher holds up an item, says the item name, the children repeat the item’s name, and then the item is said in a kid friendly definition sentence.
Some of the items that Mrs. McNosh hung up were silly items.
Some of the items that Mrs. McNosh hung up were regular items.
Today your job while listening is to notice what items Mrs. McNosh hangs up.
During Reading – Teacher reads the Big Book pointing to the words one-on-one.
After Reading – Teacher leads the discussion re: question, “What items did Mrs. McNosh hang up?”
This is the picture of the yes/no sort
Day 2
Before Reading – What items did Mrs. McNosh hang up?
Today while you read, notice the items that Mrs. McNosh hung up?
During Reading – Read story and notice what items were hung up (not in order today).
After Reading – Sort. Yes, this item is hung up; No, this item is not hung up. For example, Mrs. McNosh did not hang up a cat. Another example, Mrs. McNosh did hang up an armchair.
Two pictures show items that Mrs. McNosh Hangs Up The Wash.
Day 3
Before Reading – Mrs. McNosh hangs up items on a clothesline. Show the items mixed up in a pocket chart.
Today your job is notice the items in order.
During Reading – Read story. Reread the story noticing the items in order.
After Reading – Place the items on the clothesline in order using the book.
Day 4
Before Reading – practice letter/sound match with the items in the Mrs. McNosh Hangs Up the Wash. Teacher gives a few examples. Children have a sheet of paper with 9 letters on it. Teacher says a word and the children repeat the word, say the letter, say the sound.
During Reading – read two pages
After Reading – Teacher puts an items on the clothesline and children say the beginning sound. Children identify the letter. Teacher writes the letter above the item.
Filed under: writing | Tagged: Comprehension, East Elementary, Field Elementary, fluency, Guided Reading the Four Blocks Way, Mrs. McNosh Hangs Up the Wash, Retelling, sequence, shared reading | 1 Comment »
Day 1 Lesson
Before Reading: Using the illustrations in the big book, Shoes From Grandpa, identify the names of all the articles of clothing. Today while you are listening to the selection, identify the articles of clothing in the book.
During Reading: Read the book for enjoyment and think about the types of clothing.
After Reading: Play the game, “I’m wearing.” Children sit in circle. Teacher says an item of clothing. The children wearing that item stand up. Each child standing says a sentence about the item.
Teacher says, blouse.
3 children (girls) stand up since girls wear blouses, not boys.
Girl 1: I am wearing a pretty, pink blouse.
Class of students repeats sentence: I am wearing a pretty, pink blouse.
Teacher: How many words in the sentence?
Children repeat sentence again, counting words on fingers.
Teacher show me how many words in sentence. Children show 7 fingers. Teacher has now written the sentence on a sentence strip. The teacher cuts off the words one at a time. A child places the words in a pocket chart.
Girl 2: I have a red blouse. (Repeat words in a sentence lesson.)
Girl 3: My blouse is baggy. (Repeat words in a sentence lesson.)
REPEAT with another item of clothing.
ALSO retell the story by focusing on the last line. The children already remembered this line (in which the main character, Jessie, wishes someone in her family would just buy her some jeans, instead of all these fancy clothes) and enjoyed its sentiments. We used the phrase, “She doesn’t want…” and made a list of all the clothes she’d been given, in the order they appear in the story. Most teachers I work with place pictures of the items in order as the children remember them.
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Day 2 Lesson
Before Reading: Today your job is to figure out rhyming words.
During Reading: Read the story, Shoes From Grandpa. Ask students to listen for rhyming words.
After Reading: After the second reading, close the book and repeat some of the lines, leaving off the final rhyming word. Have the children provide the missing word. After children have provided some of the rhyming words, repeat the same sentence, and ask children to think of other words that would work with the sentence. Record all the rhyming words discussed on chart paper. Compare the words for students to discover that they have the same group of letters at the end of the word and tell them that we call these word families or rhymes.
Shoes from Grandpa by Mem Fox Lesson Plan:
http://musicwork.wordpress.com/2008/02/26/mid-term-observations/
Second Choice: Lesson 2 Lesson B
Identify who each character is: The great grandmother has purple hair. The grandmother has orange hair. The mother has black hair. The girl has orange pig tails. What are the actions that the characters are doing?
Make a list of each character as you read the story.
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Day 3 Lesson
Before Reading – Today the children will identify the item of clothing that Jesse was given. “Who gave Jesse the article of clothing?” Teacher has pictures of the articles of clothing, and the family names.
During Reading – Students read chorally with teacher.
After Reading – Match the name of the character with the article of clothing that Jesse was given.
Grandpa – shoes
Mom – shoes
Sister – sweater
Aunt – scarf
Uncle – mittens
Dad – socks
Cousin – blouse
Grandma – coat
Brother – hat
Day 4 Lesson
This site posts the idea that the children are drawing the sequence of Shoes From Grandpa as the teacher reads aloud.
http://timmonstimes.blogspot.com/2010/10/shoes-from-grandpa-is-delightful.html
http://curiouskindergartners.blogspot.com/2008/09/shoes-for-grandpa.html
Day 5 Lesson
Mem Fox writes about her book on her blog:
http://www.memfox.net/shoes-from-grandpa.html
Shoes From Grandpa is a sequence book:
http://writingeverydayworks.wordpress.com/2008/11/25/shared-reading-books/
Click on the title, Shoes From Grandpa, for a bingo sheet for your classroom.
http://www.eslhq.com/forums/worksheets/esl-worksheets/bingo-games/shoes-grandpa-843/
Possible Lesson: How is your life the same as the characters in the book? How is your life different from the characters in the book?
Lots of ideas for lessons:
http://firstgradecce.wikispaces.com/Author-Mem+Fox
Filed under: writing | Tagged: Building Blocks, compare and contrast, Mem Fox, Phonemic Awareness, rhyming, shared reading, Shoes from Grandpa | 2 Comments »
Students match the color word, with the color, with the animal.
Filed under: writing | Tagged: Building Blocks, Debra Renner Smith, Erin Kennedy, I Went Walking, Krista Chappell, shared reading, Sue Williams | Leave a Comment »
Cover of the Big Book, Feast for 10
Shared Reading is when the students and teacher read the same book for 5 days in one week.
Day 1 Lesson:
Day 1
Before Reading: Show the book and read the title. Ask the students if they know what a “feast” means (Special meal, lots of people, lots of food).
feast of food picture
Page through the book and ask the student to tell you what they are putting in the shopping cart. Have pictures of the different types of food and place them in the pocket chart as you go through the book. 
Read the book: Read the book with expression and for enjoyment.
After Reading: Use the chart to retell the story.
Day 2 Lesson:
Before Reading: Read the title. Have the kids turn and talk about what kind of book this is (number or counting).
Teaching Point: Today their job is to read the number word. When you see a number word you are going to raise your hand.
During Reading: Teacher reads the book. When they raise their hand for the number word, have a child come up and point to it in the book. Then highlight the number word in the book. On page 29, have the students count the number of people sitting at the table for the feast.
After Reading: Randomly place the numbers 1-10 in a pocket chart. Put a line under the 6 and 9 and explain what the line means. Have the students read the numbers in the chart. Next, compare and contrast numbers that start the same and use the number word:
2, 10 two and ten (beginning sound same, stretch out sounds /t/ /e/ /n/; Do you hear a /n/ sound at the end of this word, (point to the word, two?))
4, 5 four and five (How do I know four and five are not the same word? We notice that /f/ and letter f are the beginning sound/letter. We look through the rest of the letters of each word to figure out the difference.)
6, 7 six and seven
Discuss 1 and 8 and how they are “tricky”
Day 3 Lesson:
Before Reading: Ask the students what else they notice about the book. It is also a rhyming book.
Teaching Point: Your job today is to focus on the words that rhyme in the story.
During Reading: Teacher reads the story choraly with the students stressing the words that rhyme. Have the students raise their hand when they hear 2 words that rhyme or the students give a thumbs up when they hear a rhyming word.
After Reading: Pass out the rhyming picture cards. Then do a partner match to see if they can find their match. Place the matches in the pocket chart.
This is the pocket chart with rhymes from the book.
Teacher and the students play a rhyming game if you have time.
For example, this pictures is for the word, “LOOKING.”
For example, this picture is for the word, “COOKING.”
Day 4 Lesson
Before Reading: Today we are thinking about the food the people put in the cart for their feast. (You will need to stop on page 14 for this activity) Have your number cards and number word cards in the pocket chart going down in a column. You will have the students add the food picture to the correct number.
Example:
1 one cart (picture of cart)
2 two pumpkins (picture of a pumpkin) etc.
Teaching Point: Story order (sequencing) and review of the numbers.
During Reading: Read the story together. As you read call on students to put the picture cards in the chart that correspond with the correct number.
After Reading: Give each child a cart for the chart. They will then need to find their partner. There are 30 cards so you will need to decide which cards to hand out. I usually have the students find their 2 other partners so the number 7, finds the word 7 and the picture seven (3 kids = 3 cards). Another option is to print many sets of the pictures, numbers, and number word cards. I give a set of cards to each partner set. They sequence the story.
Day 5 Lesson
Before Reading: Review what a feast means.
Teaching Point: Today as we read the story, think about what you will have at your feast. (or what they will shop for for their feast.)
During Reading: Read the story together. Have them give you a thumbs up or a thumbs down for how they feel about the food in the story.
After Reading: Have the student draw a picture of what they will have at their feast and write about it. Use the plate paper or the shopping cart paper.
Filed under: writing | Tagged: 5 day lesson, Building Blocks, Debra Renner Smith, Erin Kennedy, Feast for 10, Krista Chappell, shared reading, Thanksgiving, Thanksgiving Dinner | 4 Comments »
When the teacher identifies a point for intervention, the teacher pulls a child or a small group of children together for a small intervention. The teacher is coaching this group at the point of need.
The top award-winning choir knows what it takes to accomplish greatness! The choir director holds individual singing lessons for his students. He also mandates alto, tenor, bass, and soprano lessons each lunch period to reinforce the separate parts to the songs. During the regular choir class, the whole group sings together. During small group lessons, the singers learn to sing as a section. During the individual lessons, each singer’s weakness is corrected and tweaked until perfection is reached.
Once a concept is taught at the whole group level, some children benefit from a small group level, and some benefit from individual instruction.
Whole group comprehension instruction
Before Reading
Explicit, Clear Teaching Point
Engagement of Students
Today your job is… (finish the sentence)
During Reading
All students read the text (on-grade level and below grade level text, varied depending on the day and the lesson) (How will I support my readers so that all readers will be successful with the text today?)
Format for Reading
Student Engagement
Reading not paper/ not dittoes
Read-Stop-Think-Talk
After Reading
Revisit the teaching point – how do I know that the students were successful today?
Small Group Comprehension Instruction (Lunch Bunch) (Let’s try this again) (We Do Group)
1. Individual children reread familiar books (at least 2, possibly 3) that have been previously read (while the teacher takes a running record on one child possibly)
2. The teacher tells the children to write from memory high frequency words that the teacher dictates. The words might be one a white board, might be in a notebook, depending if you are tracking their progress
3. Small group of children make words using magnets (or does a Making Words Lesson by Pat Cunningham) Teacher Directed
4. Teacher introduces a new book, children read it.
5. Cut ups with the new book
6. Child takes home old book with cut up strips.
7. Child rereads 2 previously written sentence strip stories and matches the cut-up words.
8. Child writes a new story based on book today – writes those he knows, blends others, teacher support. Read sentence, teacher writes on strip, and cuts out words. Child matches twice and puts together twice without matching.
Individual Comprehension Instruction (Independent Reading / Self Selected Reading)
Anything in the small group instruction could be done one-on-one.
During independent reading, sitting one-on-one and conferring with students is effective.
Filed under: writing | Tagged: Comprehension, Deb Renner Smith, Guided Reading the Four Blocks Way, independent reading, Self Selected Reading, shared reading, SSR | Leave a Comment »
