Chapter 15: Teaching for SOSA in Guided Reading

Complete the quote: "I reserve the word "strategy" for ________________________ and hidden from the teacher's view." -Marie Clay

Tags

CCSS.RF.4.4C

CCSS.RF.1.3C

CCSS.RF.2.3A

CCSS.RF.5.3A

CCSS.RF.5.4B

Young children are "assembling working systems" for literacy. These systems are: (Check all that apply)

• built only through processing continuous text

• constantly expanding and growing stronger

• both visible and invisible information in print

• to create recall, book reports, and research reports

Tags

CCSS.RF.3.3C

CCSS.RF.2.3B

CCSS.RF.3.3D

CCSS.RF.3.4A

CCSS.RF.4.4B

When thinking about the student's sources of information available to them, CONTRAST: working with words in isolation & taking words apart when reading. (Describe figure 15-2, pg365)

Tags

CCSS.RF.4.4C

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.2.4C

CCSS.RF.3.3A

Please select the correct steps for Responsive Teaching:

• 1. Observe Reading, Writing, Language behaviors 2. Use Evidence to Infer 3. Prioritize Behaviors to Notice, Teach, Support 4. Teach for Change in Strategic Actions

• 1. Observe Reading, Writing, Language behaviors 2. Use Evidence to Infer 3. Teach for Change in Strategic Actions 4.Prioritize Behaviors to Notice, Teach, Support

• 1. Observe Reading, Writing, Language behaviors 2. Prioritize Behaviors to Notice, Teach, Support 3. Use Evidence to Infer 4. Teach for Change in Strategic Actions

• 1. Observe Reading, Writing, Language behaviors 2. Teach for Change in Strategic Actions 3. Use Evidence to Infer 4. Prioritize Behaviors to Notice, Teach, Support

Tags

CCSS.RF.1.4A

CCSS.RF.2.3C

CCSS.RF.2.4B

CCSS.RF.3.4C

CCSS.RF.K.4

Select the Strategic Actions when planning the "BEFORE" of a guided reading lesson (check all that apply)

• a picture walk to review the characters or main topic

• provide a vocabulary word that supports the meaning in the book (tier 3)

• foreshadow the meaning of the text or how the author organized the information within the text

• provide time for students to share connections they see in pictures in the text

• provided specific background information needed to make connections & interpretations

Describe the "Teach" component for DURING the guided reading lesson

The purpose of a "Prompt" DURING a guided reading lesson is to:

• support the student by giving him/her a known part of an unknown word

• support through a strategic action he/she knows or has been taught

Tags

CCSS.RF.4.4C

CCSS.RF.1.4A

CCSS.RF.3.3B

CCSS.RF.1.3B

CCSS.RF.4.4A

Describe the purpose and strategic actions when intentionally planning for AFTER the reading in the guided reading lesson. (What is done after students read?)