Focus Lesson
· 10-30 minutes
· Explicit modeling of a comprehension, decoding, fluency or vocabulary strategy
o Clearly state objective; name the skill and the purpose
o Use visual supports such as picture book, enlarged text, chart, graphic organizer
o May use think aloud to demonstrate the strategy
o May use shared reading to guide students in practicing the strategy
Read and Respond Time May Look/Sound Like
Teacher:
· Guided Reading
o Small group of students reading the same instructional level text with teacher support
o May be focused on using a particular strategy/skill
o May be focused on reading a particular genre
· Conferring
o One-on-one instruction/assessment
o Independent or instructional level text
Students:
· Independent Reading
o Students are reading a “good fit” book of their choice
o May include partner reading or listening to reading
· Response to Reading
o Multiple ways: writing, drawing, note-taking, composing, partner or small group discussion
Read and Respond Time May Look/Sound Like
Teacher:
· Guided Reading
o Small group of students reading the same instructional level text with teacher support
o May be focused on using a particular strategy/skill
o May be focused on reading a particular genre
· Conferring
o One-on-one instruction/assessment
o Independent or instructional level text
Students:
· Independent Reading
o Students are reading a “good fit” book of their choice
· Response to Reading
o Multiple ways: writing, drawing, note-taking, composing, partner or small group discussion
· Read to Someone
o Students are reading a “good fit” book of their choice to a partner
· Listen to Reading
o Reading books on tape/CD/website
· Word Work
o Practicing word sorts
o Vocabulary practice
o Spelling practice
o High frequency word practice
Share or Reflect
· Sharing new learning or examples related to the focus lesson
· May be a partner share
· May be a whole-class share/discussion
· Teacher may highlight the work of one student (from conferring or response to reading)
· 10-30 minutes
· Explicit modeling of a comprehension, decoding, fluency or vocabulary strategy
o Clearly state objective; name the skill and the purpose
o Use visual supports such as picture book, enlarged text, chart, graphic organizer
o May use think aloud to demonstrate the strategy
o May use shared reading to guide students in practicing the strategy
Read and Respond Time May Look/Sound Like
Teacher:
· Guided Reading
o Small group of students reading the same instructional level text with teacher support
o May be focused on using a particular strategy/skill
o May be focused on reading a particular genre
· Conferring
o One-on-one instruction/assessment
o Independent or instructional level text
Students:
· Independent Reading
o Students are reading a “good fit” book of their choice
o May include partner reading or listening to reading
· Response to Reading
o Multiple ways: writing, drawing, note-taking, composing, partner or small group discussion
Read and Respond Time May Look/Sound Like
Teacher:
· Guided Reading
o Small group of students reading the same instructional level text with teacher support
o May be focused on using a particular strategy/skill
o May be focused on reading a particular genre
· Conferring
o One-on-one instruction/assessment
o Independent or instructional level text
Students:
· Independent Reading
o Students are reading a “good fit” book of their choice
· Response to Reading
o Multiple ways: writing, drawing, note-taking, composing, partner or small group discussion
· Read to Someone
o Students are reading a “good fit” book of their choice to a partner
· Listen to Reading
o Reading books on tape/CD/website
· Word Work
o Practicing word sorts
o Vocabulary practice
o Spelling practice
o High frequency word practice
Share or Reflect
· Sharing new learning or examples related to the focus lesson
· May be a partner share
· May be a whole-class share/discussion
· Teacher may highlight the work of one student (from conferring or response to reading)