This article first appeared in the Fall 2022 issue of the Journal of Reading Recovery. The Journal of Reading Recovery is a peer-reviewed journal published by the Reading Recovery Council of North America as a service to both Council members and those interested in early intervention for beginning readers. “Show us what to do with the low kids.” This request from a group of [...]
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 [...]
The lesson begins with students rereading a text from a previous guided reading lesson to think more about the strategies they use as readers. The teacher takes a reading record with one student while the other students read silently. Collaboration goals for all the lessons: Students are working on explain their thinking fully to the group, waiting until others are finished speaking before talking, and [...]
The teacher reminds students to continue to note in what in the text supports their ideas. Students discuss Chapters 2-4, continuing to figure out the story (characters, setting, and plot and how they connect) by thinking about what is revealed through what characters say, do, and think and how they interact with others (the relationships between characters).
The students begin the lesson by revisiting their collaboration goals. The lesson with Salamander Surprise starts with a quick noticing of the table of contents to anticipate the storyline. Students silently read the first two pages of Chapter 1 to begin thinking about what is revealed through what characters say, do, and think. Students continue to note what in the text supports their ideas. Students read [...]
This lesson begins with a discussion of strategies the readers used during the first session with the book. The students are encouraged to explain their thinking fully to the group by noting what in the text supports their thinking. Session 2 includes reading and discussing Chapters 2 & 3. Students work to integrate running text and photographs and other graphics to fully understand the key [...]
Session 3 is very similar to Session 2, beginning with a discussion of strategies used during the first two sessions with the book. Students continue working to explain their thinking fully to the group by noting what in the text supports their thinking. Session 3 includes reading and discussing Chapter 4. Students continue to work to integrate running text and photographs and other graphics to [...]
The lesson offers students an opportunity to revisit, summarize, and extend their thinking about the key concepts of the two paired texts.
The lesson begins with a review of reading strategies students have been using already in their work and the collaboration goal of noticing the thinking of others and integrating it into our own thinking. Students independently explore the text to introduce the book to themselves. After a short discussion of the table of contents, the students read and the introduction and Chapter 1, marking Very [...]
Session 2 is similar to Session 1. Students read additional parts of the text independently away from the group, marking Very Important Points with sticky notes. During the lesson, students discuss the text, integrating information, making judgements about important parts of a text, and synthesizing information within and across the text.