The teacher embeds vocabulary into the morning message that considers students’ social, emotional, and academic needs and connects to their current reading unit. The teacher pauses to provide brief, student-friendly definitions to bolded, pre-identified words to support understanding of the message. Re-reading the messages for fluency and expression builds fluency, while extension activities, such as[...]
In this video, the teacher introduces and models think-aloud using the sentence starter “I’m getting the sense that...” with a familiar text during a class read. Students are prompted to practice the think-aloud strategy with partners and share their thinking with the group. Students are then encouraged to continue practicing during independent reading.
This video showcases the instruction during a class read. The teacher supports students in building content knowledge by coming up with predictions and determining if the predictions are confirmed after reading the chapter together. The teacher uses opportunities for partner discussion and encourages students to provide evidence from the text to support their claims.
In Part 1 of the explicit phonics instructional components, the teacher states the goal and purpose and reviews familiar phonemes and graphemes preparing students for the next new sound-symbol relationship. During this review time, the teacher assesses student understanding as they engage in a familiar routine of listening, speaking, and using gestures while they recite[...]
The teacher conducts phonemic awareness activities at the sound wall to manipulate phonemes of familiar words to reinforce decoding skills and gather informal data on student understanding.