Leann Hughes Melissa Neu Susan Burton Ja’Corey Hagger

 The teacher can have a guided reading where she/he teaches a small number of children to read books at their instructional reading level.  While the teacher is guiding students in one group, while other students are making interactions amongst themselves, building fluency and comprehension as they read, and reread, talk about stories, illustrate, and take charge of their own learning in effective cooperative reading groups.

 After reading aloud, she jotted down children’s comments  “Kid watching” during free reading.  Let kids draw pictures for basil readers.  Guided reading with running records.  Poetry Charts, acting out, and writing.

 Acting out Unit  She had the student write a letter to the zoo keeper.

 As she starts reading, children are already beginning to make inferences and predictions determining what is important in the unfolding story and evaluating the events and story solutions.

 Free choice reading time where students peruse large reference books they cant really read, but learn a lot from the captions, photographs, and pictures  Children’s intense interest in specific topics carries them past the difficulties of the text  They take in information they can, and use the “group brain” to figure things out.

 students are more active and responsible for their own learning  Mulling over visual connections, making inferences and predictions, determining what is important in the unfolding story, and evaluating and the events story solution (pg. 64)  Many of the students pursue large reference books they cant read, but they learn from the captions, photographs and pictures.

 Real world experiences  Writing experiences- with mini-lessons, classroom interviews and writing their own poems, memories and stories. (pg. 71)  Andrea writes a letter to the zoo keeper (pg.67)