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I loved Ms. Koeser's methods. She created an atmosphere of calm and acceptance by allowing juice/milk. She gave praise and kept the focus on the strategy throughout the lesson. She was able to give feedback in a positive way without sounding too critical. It think this all lead to students growing in their reading and developing a trust in the teacher. It also helped to foster the students confidence in reading.

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Ms. Koeser supported the learners with a fluency reread, reinforced with prompts to support readers to be reflective: You said ____ do the letters look right, does that make sense?, word study with writing, before the new book intro. she drew students attention to some words that may be "tricky", book introduction, checking for comprehension at the end with an extension, also reminded students to try short vowels and long vowels to see what makes sense.

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I noticed that Ms. Koeser reinforced her teaching point of trying vowels different ways while students were reading. When a student had a miscue, (if applicable) she asked them to try two different sounds of the vowel. I also noticed the prompting of both "does that make sense" and "does that look right" so students could use meaning and visual cues while reading.

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Ms. Koeser supported the students by teaching a Focus Strategy for the day.  She told students, "When you read always think about what makes sense and stop to make sure it makes sense.  She later revisited the Focus Strategy and had students practice it during reading.  Ms. Koeser praised students for using the strategy; she said to one student, "You fixed that because you knew it did not look right."

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Ms. Koeser SGDR instruction was well organized from beginning to end.  She used the students’ current reading level and data that indicated the need for more support with long and short vowel sounds.  I like the way she did a quick running record of one student, while the other students in the group read softly independently.   Next, she lead the students into word study before the introduction of the new book.  I noticed that the students were so relaxed and engaged before, during, and after the lesson.  Ms. Koeser used positive support, good coaching, and great questioning techniques.

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Ms. Koeser followed specific protocols for readings and did many things to specifically support here students. I especially liked the way at he end of the video, during the "After Reading" phase, Ms. Koeser tied the  information from the text to the students' experiences and had them verbalize what was new information to help them internalize the new learning.

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I noticed that Jessica allowed them to give their own background knowledge to their partners.  She also reminded them of the strategies they already have to use to decode a word.

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I liked that Ms. Koeser gave both coaching and compliments to all of the children so that they were learning and also felt encouraged. She was very attentive to each student by conferencing with them, noticing their needs, meeting their needs with a helpful strategy, and giving a compliment.  This is a lot to do, even in a small group, and can sometimes feel overwhelming when there is so much to get done. She was present and active the entire time. 

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I liked that Ms. Koeser gave both coaching and compliments to all of the children so that they were learning and also felt encouraged. She was very attentive to each student by conferencing with them, noticing their needs, meeting their needs with a helpful strategy, and giving a compliment.  This is a lot to do, even in a small group, and can sometimes feel overwhelming when there is so much to get done. She was present and active the entire time. 

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I noticed how after she listened to the student read at the beginning, she showed her that she did a great job recognizing that one of the words didn't look right. She coached her that the next time she reads to make sure she checks that it looks right, not only makes sense.

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I really like how Ms. Koeser provided scaffolding in her lesson. She also gave students specific feedback and you could tell she was pushing the students to think further. She did not accept simple answers.

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The teacher specifically supported the learners in the video by first listened to the student read the passage aloud and taking a detailed running record to assess students reading.  She let the student make self corrections before reviewing her notes with the student after she was finished using "I noticed" statements. I also really liked how she gave personalized feedback in between encouraging compliments to build this student up.

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I notice that Jessica has clear expectations already established which set her GR time up nicely. She restated her teaching point multiple times. Specifically she set the students up for reading the book by identifying the specific strategies she wanted them to use while they were reading the book.

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I noticed that Jessica continually provided positive support and feedback for the students, while encouraging students to dig deeper into the text. She scaffolded her support appropriately and provided just the right amount of guidance to lead the students to discover the text themselves.

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I really liked how Ms. Jessica Koeser worked with each individual child and gave the student ( in the video) the help that student needed to focus on a specific skill or strategy for that student to use while reading. Before the new book, I like how she introduce the new book with new words that will be introduced. I like how she made this into a word study and I thought this helped to scaffold these new words for her reading group.

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I noticed that Ms. Koeser gave the students simple and clear directions for the target strategy. She also repeated the strategy several times and complimented the students.

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I noticed that Jessica did a great job setting the expectation for her reading strategy focus. She did a great job connecting the word work to the text her students would read.

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Jessica supported these learners in so many ways! She clearly knew them and had worked with them before and was very responsive to their needs. One thing I noticed her doing constantly was prompting specific students to use meaning as they read and reread their books. She also restated her teaching point a few times throughout the lesson and right before the students were getting ready to read their new texts- this could support them in recalling a newer strategy to use if they got stuck on a word while reading this new text.

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Jessica naturally gives specific compliments to her students as part of her feedback, then seamlessly transitions into a teaching point.
I appreciated the specific word study as an important part of this small group lesson. "Try it two ways" is a great strategy for these students to use!

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Jessica listened to a student read and provided a specific strategy to help them use meaning to figure out an unknown word.

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I appreciate Jessica's careful use of language when coaching into each student's reading. She sometimes gave students a skill or strategy, using concise and clear wording, and sometimes gave a specific compliment regarding a skill or strategy the student was already utilizing.  It is clear that her wide  knowledge of the literacy continuum, as well as her bank of purposeful skills, allowed her to quickly recognize an area of need and to match that need to a usable skill or strategy.

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Ms. Koeser did an excellent job of encouraging her students during each step of the guided reading lesson. She motivated them to stay on task with her positive comments during the fluency stage, word work, and questioning before, during, and after the reading of the story. The questioning promoted a better understanding of the story. She was clear in her focus strategy of explaining one approach when attacking the unknown word is to try the long vowel sound and then the short vowel sound to figure out the new word and always ask if the word makes sense.

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I noticed that Ms. Koeser gave one specific reading strategy (sounding out words with either a long vowel or short vowel sound). The students should try both ways (short and long) and see what sounds right and makes sense when reading. She pointed out an example of this "kind" having the long i sound. The students had this one skill to focus on throughout the independent reading.

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First of all, I thought it was daring of Ms. Koeser to let students drink milk/juice during guided reading. If I did that, more likely than not GR would be interrupted by cleaning up the spilled beverages. I also like how she noticed what students did well and gave tips as kids read. Initially I thought she was doing word study after reading but then realized it was before new reading, just after warm up reading. She did a good job of introducing the new book and providing scaffolding before diving into the text. 

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First of all, I thought it was daring of Ms. Koeser to let students drink milk/juice during guided reading. If I did that, more likely than not GR would be interrupted by cleaning up the spilled beverages. I also like how she noticed what students did well and gave tips as kids read. Initially I thought she was doing word study after reading but then realized it was before new reading, just after warm up reading. She did a good job of introducing the new book and providing scaffolding before diving into the text. 

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Jessica did a wonderful integrating multiple aspects of literacy into her guided reading lesson. She started off building confidence and fluency with her small group. Then she built word work into the lesson and facilitated the students to choose several different words that matched the sound she was teaching. She supported them the entire lesson with positive words and supportive language. She used different texts as well which exposed them to different literature and more word choices. She did a great job at taking a running record so that she could monitor where her students were and make adjustments to guide her instruction.

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I liked that Ms. Koeser utilized word families, consistently complimented students on what they had achieved, and continually referenced common word patterns. I also liked that she asked students to identify commonalities in all of the words they discussed. In addition, she is also coaching her students to do better and allows students to interact with text in multiple formats.

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I like the way Ms. Koeser continued to compliment the readers by first giving support to challenging words but then following it with a quick positive encouragement. I find that struggling readers can lose the motivation and desire to read when they need a lot of support. Jessica did a nice job allowing the students to first make the mistake, take time to think about the mistake and support them to correct and continue reading.

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I noticed that Ms. Koeser drew attention to previous word patterns in order to connect new knowledge to existing knowledge. For example, when students were doing a word study with long A sounds, she drew students' attention to how the long vowel sound happened in words that all ended with "e," just like what they had learned about long "i" sounds. She also reminded students several times to try both long and short vowel sounds and to check if the word made sense in the sentence.

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Jackie Booe:  I noticed that Jennifer didn't just accept a student's observation about a picture to support the trait.  Instead, Jennifer prodded/pushed the student to be more specific and to clearly connect the drawing of the character's face to the trait the student was giving.  I thought this was a really good way of digging deep and justifying with accuracy.  Sometimes we as teachers just say 'ok, great job' because we got a ball park response.  I was reminded to push for rigor & accuracy.

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Jackie Booe:  I noticed that Jennifer didn't just accept a student's observation about a picture to support the trait.  Instead, Jennifer prodded/pushed the student to be more specific and to clearly connect the drawing of the character's face to the trait the student was giving.  I thought this was a really good way of digging deep and justifying with accuracy.  Sometimes we as teachers just say 'ok, great job' because we got a ball park response.  I was reminded to push for rigor & accuracy.