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preview sight words or challenging words in a story during the picture walk 

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preview sight words or challenging words in a story during the picture walk 

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I do (I'll do first two sentences on worksheet packet.)
We do (Together, we work on the next two sentences on the worksheet.)
You do (The kids will do one or two sentences on their own and will share their answers with me and the rest of the class.)

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Building on prior knowledge

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Pair advanced learners with developing ones

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Model a discussion or activity

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Reading strategies

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Taking a picture-walk through new stories and talking about key vocabulary.

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checklists and verbal repetition of steps

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Showing students what I am looking for them to accomplish.

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Showing students what I am looking for them to accomplish.

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I Do
We Do
You Do

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Round Robin

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To support 2 numbers make another bigger one

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reading responses for listening centers with sentence starters and pictures

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reading responses for listening centers with sentence starters and pictures

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express thinking using manipulative, drawings, writing, etc.

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express thinking using manipulative, drawings, writing, etc.

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Use sentence frames for students to clarify their thinking with a partner.

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We do
You do

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Periodically throughout lessons I will have students share their ideas, answers with a partner. This way they can process the information, and I can check for misunderstandings before moving on.

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I haves used stencils or tracers-- dotted lines

I do, We do, You do

Visual chart of steps

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Turn and talk to a neighbor about ideas before sharing out as a group

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Turn and talk to a neighbor about ideas before sharing out as a group

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pre-teach vocabulary prior to Big Books and card stories in Wonders- using added visuals and movements

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pre-teach vocabulary prior to Big Books and card stories in Wonders- using added visuals and movements

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Providing letters and words to be traces with handwriting fonts.  

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Providing letters and words to be traces with handwriting fonts.  

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Then using lined paper and the kids copy a teacher's demo.  Last, the children write on their own.

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Give clues or hints using the magic pen on the smart board

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To scaffold the parts of a story (story elements) in reading and writing, I have used a graphic organizer where students draw and/or write the characters, setting, events or problem/solution. This helps students with retelling in reading, and planning to write their own stories.

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In solving a 2-step story problem, I posed a problem, let students explore to find the answer, and found a student with a great strategy. The class looked in on his thinking, counting, and solving of the problem. Then, I posed another similar 2-step story. The students explored again and could use the viewed strategy if they needed a starting point.

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I modeled how to write and solve and then let students do their own .

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1) RSW method.
2) Choral read four sentences with sight words.
3) Partner read same the sentences.
4) Independently read the same sentences.

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Group Work