About debracrouch

Debra Crouch works nationally as an independent literacy consultant, collaborating with districts and schools in designing professional learning opportunities. Her work empowers teachers, principals, and coaches to envision instructional decisions that matter for children—decisions about processes for learning that unfold over time, across texts and among practices. She actively shares her thinking and practices through long-term professional learning opportunities with districts across the country serving children from diverse backgrounds, languages, and socioeconomic needs.

Shared Reading: Returning to the book: Second reading of the text for First Graders (4 of 8)

This lesson focuses is about deepening meaning of the book. The teacher uses a pointer to track the print, using a fluid motion rather than pointing word-by-word as all students have one-to-one match firmly established. Students join in reading the text aloud with the teacher as they choose. After reading the text through two times, the lesson focus was discussing the beginning, middle, and end [...]

Shared Reading: Returning to the book: Second reading of the text for First Graders (4 of 8)2018-10-18T09:37:13-07:00

Shared Reading: Returning to the text – Building vocabulary for First Graders (5 of 8)

This revisit to the text focuses on vocabulary—noticing interesting and more specific word choices. Students discuss some of the interesting words the author uses in the book and how they brought more specificity to meaning. With each word discussed, there is reading of the sentence on the page to establish meaning, discussion of the vocabulary word, partner talk about the word, and then rereading the [...]

Shared Reading: Returning to the text – Building vocabulary for First Graders (5 of 8)2018-10-18T09:37:24-07:00

Shared Reading: Returning to the text – Modeling Writing for First Graders (6 of 8)

This modeled writing experience gives children an opportunity to hear a writer decide what to write about, how to say the ideas to be written, and to notice strategies and conventions for getting an idea onto paper. The teacher writes about a topic the students would later be writing about during independent work time. After discussing the topic with students, the teacher and students discuss [...]

Shared Reading: Returning to the text – Modeling Writing for First Graders (6 of 8)2018-10-18T09:37:35-07:00

Shared Reading: Returning to the text: Part 1—Phonemic awareness for First Graders (7 of 8)

The first part of this two-part lesson is designed to support students to listen for sounds in words. (This particular sound, the long /e/ sound, was chosen for instruction because there were many examples of words in two well-known books with this sound that used varied spelling patterns to represent the sound.) The teacher revisits two known books, rereading and emphasizing the words with this [...]

Shared Reading: Returning to the text: Part 1—Phonemic awareness for First Graders (7 of 8)2018-10-18T09:37:47-07:00

Shared Reading: Returning to the text: Part 2—Phonics for First Graders (8 of 8)

In this lesson, students’ attention is drawn to the numerous ways the long /e/ sound is represented in words. The teacher and the students underline the spelling pattern that represents the long /e/ sound.The teacher and students sort some of the words into groups according to the spelling pattern used to represent the long /e/ sound. The lesson focus, asking yourself “does it look right?” [...]

Shared Reading: Returning to the text: Part 2—Phonics for First Graders (8 of 8)2018-10-18T09:37:59-07:00

Guided Reading, First Grade First reading of the informational text, Clever Tails

In the video, the first reading of the book, Clever Tails, occurs in a single guided reading session, however, a classroom teacher might choose to have students read part of the book in one guided reading session and read the rest of the book in a second guided reading session. Collaboration goals for all the lessons: Students are working on contributing ideas to the group, [...]

Guided Reading, First Grade First reading of the informational text, Clever Tails2018-09-19T13:28:44-07:00

Guided Reading, First Grade Returning to the informational text, Clever Tails

There are two academic focuses as students return to this known text.  The first focus is deepening comprehension of key concepts in the text. By rereading the text and talking more about the content of the text, readers deepen their understandings as required in more complex texts.  The students use the index to determine what section of the text we would reread with partners. The [...]

Guided Reading, First Grade Returning to the informational text, Clever Tails2018-09-25T16:18:48-07:00

Guided Reading, First Grade First reading of the fiction text, The Monkey’s Tail

This lesson begins with students rereading Clever Tails to think more about the strategies they use as readers. The fiction text in the pair, The Monkey’s Tail, has the same key concepts as the informational text, Clever Tails, so revisiting those key concepts supports the students to be successful with the upcoming text. The teacher takes a reading record with one student while the other [...]

Guided Reading, First Grade First reading of the fiction text, The Monkey’s Tail2018-09-19T13:28:53-07:00

Why Revisiting Shared Reading Texts Matters for Emergent and Early Learners

This article first appeared on the Reading Recovery Council of North America website. “Ms. Candia, Ms. Candia, did you know there’s ‘and’ in Jack and Jill? Do you hear it, Ms. Candia? Jack ‘and’ Jill—do you hear it?”This exciting outburst from Cameron, a student in Trish Candia’s kindergarten classroom, came one day during early Spring in the midst of independent literacy time. Cameron [...]

Why Revisiting Shared Reading Texts Matters for Emergent and Early Learners2018-09-18T16:32:24-07:00