1. Read Aloud & Shared Reading
execute

2. Setting the Stage

3. Cycle of a Reading Lesson
(Prompting & Give Guided Practice)
(Assess)

4. CMA Session #1
You return to the Delta as a CMA in 2012! During one of your CMA sessions, you must describe to your new Corps Members the difference between a math and reading lesson plan cycle. You have 3 minutes.

5. The Wine Shop
As I model, keep in mind: This is from a high level text. What keys to comprehension strategy instruction I am using and how I am using them How the comprehension strategy instruction helps your own comprehension

6. The Wine Shop BACKGROUND INFORMATION Outskirts of Paris in 1775
People were starving to death
The government was almost broke
King Louis XVI and Marie Antoinette were living in luxury
The French Revolution (1789) was imminent.

7. The Wine Shop VISUALIZE IT! Make a mental image - like a movie
Understand sensory details
Comprehend the author’s description of France in 1775

8. Visualizing

9. Strategy Lesson Design
A…Activate prior knowledge
B…Build background
C…Concentrate on vocabulary
D…Describe the strategy
E…Explain how it helps readers
M…Model strategy
P…Prompt students to use strategy
G…Give guided practice time

10. Intro to New Material (Modeling)
You will model the reading strategy you are focusing on so that your students know what it will look and sound like to do so on their own.
You will also make frequent references to the literary element that you are focusing on for the lesson.
Read Aloud
Before Reading
Intro to New Material (Modeling)
During Reading
Guided Practice
After Reading
Shared Reading
Independent Practice
*Kids MUST “see” and “hear” inside of YOUR brain.
They must be able to access the PROCESS and see how you as the READER are actively making CONCLUSIONS.
Comprehension is “caught”, not “taught”.
Not as easy teaching a trick to memorize your “9’s” and be able to master EVERY time. Kid example. This is where all of those strategies and constant revisiting of them comes in.
Bad Case of Stripes Example (predictions/plot) 10

11. What did you…
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves. 11

12. Modeling Musts
When you come to your first pre-determined stopping point, stop and share your thinking: what are you thinking/concluding & how/why did you reach that conclusion?
Ask your students: “What did you notice me doing to understand the text…?”
Ask your students: “How did that help me?” “…deepen my understanding?”
You may (and should) repeat your modeling at least one more time.
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves. 12

13. And a few more… The teacher is reading to the students.
Students are likely gathered on carpet.
The teacher holds the text; students do not usually have their own copy.
Text is at or above general reading level.
* Perhaps note management for “gathered on the carpet”

14. FINISH THIS SLIDE Transition from your Read Aloud to Shared Reading…
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves. 14

15. Pink Eye & a Substitute! FLOW ENGAGE KIDS STRATEGY USE 2 minutes
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves. 15

16. Assessing a Strategy Lesson
Reading Response Log
Sticky Notes
Graphic Organizer
Note to a Friend or Teacher
Outcome sentences:
Today I wondered …
Today I learned …
Something interesting is …
Conference & Checklist
Rubrics (DRA)
Ticket to Leave
EVIDENCE & EXPLANATION
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves. 16

17. EVIDENCE & EXPLANATION
Assessing a Strategy Lesson
Graphic Organizer
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves.
EVIDENCE & EXPLANATION 17

18. Assessing a Strategy Lesson
Graphic Organizer
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves. 18

19. Grading a Reading Assessment3 1 2 19

20. Grading a Reading Assessment3 2 20

21. A fun & interactive way to motivate both struggling & proficient readers
Read & rehearse at independent reading levels
Readers experiment with: expression, pacing, tone, inflection, meaning & interpretation
“STUDENTS WHO ARE HAVING TROUBLE WITH COMPREHENSION MAY NOT BE PUTTING WORDS TOGETHER IN MEANINGFUL PHRASES OR CHUNKS AS THEY READ, BUT MAY BE CHARACTERIZED BY CHOPPY, WORD BY WORD DELIVERY THAT IMPEDED COMPREHENSION…” BLEVINS, 2001
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves.
Reader’s Theatre 21

22. The Bottom Line
The repetition of kids always hearing/seeing this leads them to effectively do and ask themselves the same questions. Repeated engagement with the PROCESS of thinking as reader, builds them up to do it for themselves. 22