test 123
4 Matching Annotations
- Apr 2016
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onewheeljoe.blogspot.com onewheeljoe.blogspot.com
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Do not let them languish in these level A/B books, but instead support them in moving into level C books. Most likely, they will need the skills demanded by the next level to be able to move forward, so it's helpful to teach students to use those skills in level A/B books as well as level C texts.
We talked about this concept in the morning session--we can support readers as they take on the challenges of level C books.
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Do not expect on a first reading of a text that students will read with much fluency. As students are rereading their texts several times, you can coach them to begin to work on better phrasing, and you can expect more automaticity in reading the words on the page.
this sentence reminds me of how important the gradual release of responsibility is at this level. The first and maybe the second reading are the teaching "We do" and then there is an opportunity for readers to try on their own for the "I do
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www.heinemann.com www.heinemann.comPrint1
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How do we teach reading—the heartbreaking, soul-searching kind of reading, the reading thatmakes you feel as if you are breathing some new kind of air? How do we teach the kind of reading thatmakes you walk through the world differently because a light bulb is no longer just a light bulb; it’s fila-ments and electricity and the industrial revolution and all that tumbled forth from that?
This is the essential question we ask ourselves each day a we plan for our read alouds with children
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