Name: Date:
Goal: Use reading workshop time wisely, resulting in many opportunities for volume reading.
4
• Chooses suitable texts for self-selected reading.• Locates an area for reading and begins reading immediately.
• Uses reading workshop time wisely, resulting in opportunities for volume reading.
• Completes group assignment before self-selecting another reading option.
• Respects other readers by reading or discussing books quietly.
3
• Chooses suitable texts for self-selected reading.• Locates an area for reading and begins reading immediately; requires few reminders.
• Uses reading workshop time wisely; requires few reminders, resulting in many opportunities for reading.
• Completes group assignment before self-selecting another reading option most of the time; requires few reminders.
• Respects others by reading or discussing books quietly.
2
• Chooses suitable texts for self-selected reading; requires many reminders.• Locates an area for reading with difficulty (moves from spot to spot); requires many reminders before beginning to read.
• Uses very little of the reading workshop time wisely; requires many reminders, resulting in few reading opportunities.
• Completes group assignment before self-selecting another reading option; requires many reminders.
• Respects others by reading or discussing books quietly; requires many reminders.
1
• Chooses suitable texts for self-selected reading; requires full support.• Locates an area for reading with difficulty (moves from spot to spot); requires full support before beginning to read.
• Uses very little reading workshop time wisely; requires full support resulting in little or no reading opportunities.
• Completes group assignments before self-selecting another reading option; requires full support.
• Respects others by reading or discussing books quietly; requires full support.
163
V
Correlation of DVD Chapters and Segments to Book Chapters
³
S E C T I O N
DVD Chapter/
Segment
DVD Segment Title
Title of Text Prompts to Guide Viewing
Related Book Chapter Readings Chapter 1
Shared Reading Segment 1
Shared Reading Segment 2
Shared Reading Segment 3
Before Reading:
Introducing Text
During Reading:
Interacting with Text After Reading:
Identifying Theme
Explicit Teaching:
Cloze Procedure
Before Reading:
Introducing Text
During Reading:
Interacting with Text
After Reading:
Explicit Teaching;
Recording Favorite Words
Explicit Teaching:
Exploring the Use of Labels
The Little Red Hen
The Little Red Hen
Who’s in the Shed?
Caterpillar Diary
How does Vicki engage the students in building meaning for the story?
Describe how Vicki promotes fluency, expression, and comprehension during and after the first reading.
How does the cloze procedure help students learn an important strategy about problem solving?
How does Vicki engage the students in building meaning for the story?
Describe how Vicki promotes fluency, expression, and comprehension during and after the first reading.
What strategic behavior is being demonstrated?
How does Vicki prompt the students to apply strategic processes to their independent work?
What strategic behaviors are being demonstrated?
Chap. 2: Fluency Chap. 3: Shared reading
Chap. 4: Compre- hension strategies Appendix Section I:
Shared reading aids
Chap. 3: Shared reading
Chap. 4: Compre- hension strategies Appendix Section I:
Shared reading aids Chap. 3: Shared reading
Chap. 4: Compre- hension strategies Appendix Section I:
Shared reading aids
Chap. 3: Shared reading
Chap. 4: Compre- hension strategies Chap. 5: Language strategies
Appendix Section I:
Shared reading aids
Chap. 3: Shared reading
Chap. 4: Compre- hension strategies
DVD Chapter/
Segment
DVD Segment Title
Title of Text Prompts to Guide Viewing
Related Book Chapter Readings
Share Time/
Reflection
Interactive Read- Aloud; Listening for Powerful Language
Share Time
Jin Woo
How does Vicki prompt the students to apply strategic processes to their independent work?
Describe the social context of share time.
How does this context provide Vicki with an oppor- tunity to assess the students’ learning?
How does share time provide the students with an opportunity to reflect on their reading habits?
How does Vicki use an interactive read aloud to demon- strate language strategies?
What strategic behavior is being demonstrated? How does Vicki prompt the students to apply strategic processes to their independent work?
Describe the social context of share time. How does this context provide Vicki with an oppor- tunity to assess the students’ learning?
Appendix Section I:
Shared reading aids
Chap. 4: Writing in response logs Chap. 6: Reading workshop Appendix Section IV: Rubric for assessing indepen- dent reading
Chap. 3: Reading aloud to students Chap. 5: Language strategies
Chap. 6: Reading workshop Appendix Section IV: Rubric for assessing log entries; thoughtful log entries Shared Reading
Segment 4
Chapter 2 Author Study Segment 1
Author Study Segment 2
DVD Chapter/
Segment
DVD Segment Title
Title of Text Prompts to Guide Viewing
Related Book Chapter Readings Author Study
Segment 3
Author Study Segment 4
Author Study Segment 5
Chapter 3 Book Discussion Segment 1
Book Discussion Segment 2
Mini-Lesson
Small-Group Mini- Lesson: Surveying and Previewing Text One-to-One Conference
Teacher Book Discussion
Teacher Book Discussion
Secret Home Fly Away Home The Wall Jin Woo
The Memory String A Picnic in October
Black-Eyed Suzie
Beachmont Letters
How does Vicki use a mini-lesson to build connections between reading and writing?
What strategic behavior is being demonstrated?
What strategic behavior is being demonstrated?
Describe the teacher/child interac- tion during the one- to-one conference.
What strategic behavior is being demonstrated?
Describe how teachers used language to interact with one another.
How do the teachers use a flexible range of comprehending strategies to construct deeper meanings?
Describe how teachers used language to interact with one another.
How do the teachers use a flexible range of comprehending strategies to construct deeper meanings?
Chap. 2: Text struc- ture
Chap. 4: Compre- hension strategies Chap. 6: Mini-lesson
Chap. 4: Compre- hension strategies Chap. 6: Mini-lesson Chap. 4: Compre- hension strategies Chap. 5: Language strategies
Chap. 6: Reading conference
Chap. 1: Under- standing compre- hension
Chap. 2: Reading for deep comprehension Chap. 4: Compre- hension strategies Chap. 7: Literature discussion groups
Chap. 1: Under- standing compre- hension
Chap. 2: Reading for deep comprehension Chap. 4: Compre- hension strategies Chap. 7: Literature discussion groups
DVD Chapter/
Segment
DVD Segment Title
Title of Text Prompts to Guide Viewing
Related Book Chapter Readings Chapter 4
Mini-Lesson Segment 1
Chapter 5
Literature Discussion Group
Segment 1
Literature Discussion Group
Segment 2
Mini-Lesson Character Analysis
Reviewing Conversational Moves
Literature Discussion Group
Reflecting on Group Discussion
Literature Discussion Group
An Angel for Solomon Singer
The Summer My Father Was Ten
Honeysuckle House
How does Jill promote deeper comprehension through character analysis?
Discuss how conver- sational moves lead to sustained
discourse among the group.
How does Jill provide a scale of help for assisting the students to think at deeper levels? What is her role in the literature discussion group?
Discuss how the students reflect on their own conversa- tional moves.
How does Priscilla provide a scale of help for assisting the students to think at deeper levels? What is her role in the literature discussion groups?
Discuss the differ- ence in teacher support between the two groups.
Chap. 2: Character relationships Chap. 4: Compre- hension strategies Chap. 6: Mini-lesson Chap. 4: Compre- hension strategies Chap. 7: Literature discussion groups Appendix Section IV: Rubric for assessing literature discussion groups
Chap. 4: Compre- hension strategies Chap. 7: Literature discussion groups Appendix Section IV: Rubric for assessing literature discussion groups