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For each individual student, they will have their own word bank where they will put their new words in a personal collection. Essentially this is a personal word wall that travels with the students.
- AK, KK

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Should be taught during interactive read aloud because they are more difficult than what beginners can typically decode or spell-MS, AH, RS-p. 239

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Using word walls can help students recall the words that they are working on- SM

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Pages 257-260: Beginning readers (and other readers as well) tend to focus on details of a story that relates to them instead of the big ideas. Asking a student to retell the story can help them understand what they just read. AB

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Providing purposeful texts that contain high-frequency words, and then also providing word cards can help increase the vocabulary of ELL students.
HW

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beginning readers will move from segmenting and blending words by their individual sounds to recognize word families-RS, MS, AH p. 232

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Work as a facilitator & observer in the classroom with your students. Also provide adequate resources in your classroom to promote this growth (shifting from visual cues --> knowing every letter has a corresponding sound) KC, AB, EL

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Beginning reading is dependent on letter and sound knowledge pg. 222 OR

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Beginning reading is dependent on letter and sound knowledge pg. 222 OR

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Asking increasingly sophisticated questions.
(Remembering, Understanding, Applying, Analyzing, Evaluating, Synthesizing)
Page 256

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Variation on hearing and representing sounds. Show students how a single phoneme substitution, beginning with the initial consonant, can change a word (pg. 225). (With Ellen Winderl)

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Book selection and book introduction EL, MY

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Book selection and book introduction EL, MY

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Echo Reading useful in the beginning stage when reading newer or less familiar texts. Choral reading is useful for familiar texts-AH,MS,RS p.224

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Echo Reading useful in the beginning stage when reading newer or less familiar texts. Choral reading is useful for familiar texts-AH,MS,RS p.224

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How to Find a Good-Fit Book & Retelling (Laura, Elizabeth, Steph)

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How to Find a Good-Fit Book & Retelling (Laura, Elizabeth, Steph)

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- Page 248-251: Explains what features to look for in a book based on the child's reading level.
- Pages 258-259: Ways to to help young readers improve their comprehension and retelling skills --> Somebody-Wanted-But-Who Charts help young readers identify character motives and plot points.

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Students sight words are on the wall and students can add new words to the wall so their peers can learn with them.
-AK, KK

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Jorja T, Ashley W & Erin T
3 important parts to every guided reading lesson
1. Book selection and introduction
2. Reading practice, teacher observation, and coaching
3. A teaching point and link

Lesson Plan:
BEFORE READING
• Introduction to book (summary)
• Picture walk
• Purpose ("think about how this reflets back to your life" give them something to think about)
DURING READING
• Coaching or conferring

AFTER READING
• Debriefing / comprehension discussion  (during this time go back to the purpose)
• Teaching point (identifying something they can use to advance their reading skills)
• link your teaching point to the independent reading practice ("readers, remember: you're going to try __________ while reading your book!")