Taking a running record Record is taken on a text that has been seen and read through once by the student, on the previous day. |
Word Work Teacher works with a group to introduce a new sort. |
Word work rotations - word sort Students 'say and sort' independently. |
Text selection for guided reading - part 1 A teacher explains the importance of text selection in guided reading - choosing the right text for students, paired with a follow up text so that students can apply new learning. A video demonstrating a sample orientation to the text "Monkeys & Apes" can also be found on this page. |
Text selection for guided reading - part 2 A teacher explains her text selection for students reading at levels 20-25. |
Guided reading - orientation to text (introduction) A teacher explains what an orientation to text entails and why it is important - with explicit reference to a level 18 text. |
Guided reading - orientation to text A teacher demonstrates how to introduce an information text in guided reading. This is an example of a rich orientation suitable for students reading text levels 15-18. |
Writing Groups A teacher talks about how to plan for writing groups. |
Learning Centres Introduction
An example of an introduction based on the writer's centre. The first video introduces 'Haiku' poetry to the students. In the second one, the teacher models the structure of a Haiku. Note explicit reference to why this lesson was chosen, the 'hook' of the haiku book and the discussion of the challenges of an author (think aloud). |
Case study - analysing a writing sample to decide where to next
Teachers discuss how to analyse a writing sample to determine the child's next learning and demonstrate what these next steps look like. This case study also highlights the reciprocity between reading, writing and how teachers can help students make these links through explicit teaching.
Teachers discuss how to analyse a writing sample to determine the child's next learning and demonstrate what these next steps look like. This case study also highlights the reciprocity between reading, writing and how teachers can help students make these links through explicit teaching.