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N - Navigating Response: 3-5

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Look

Step 1: Look at the letters, language, and comprehension

L Lessons

Letter sounds and words
Practice saying words in a sentence, what is their meaning
Repeated reading and impact on comprehension
Fluently read passages and focus on rate and tone
Using suffixes and prefixes to build words

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See it, say it, write it
Importance of listening to reading
Listen to your inner conversation
Forming ideas and retelling important info
Think, think again….critical thinking
What is important about background knowledge?
What is an inference? (background knowledge/schema plus text)
What’s most important V what’s kind of interesting
Language comprehension V textual comprehension
Working with unfamiliar words. What do we do when we don’t know a word?
Use context within and beyond a sentence to determine meaning
When I read the word _________, I know it means ___________ because I know ______________
Metaphors
Similes
What’s a reading genre?
Importance of previewing text before reading
Before I attempt to read, what do I know about the topic?

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Document 1
Document 2
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From small group lessons, to lessons specific to literacy practices like the Interactive Read Aloud, this “letter” will continue to grow based on teacher need.

In this section:

Small Group Lesson: Lesson 1- IF some students are having difficulty decoding CVC words with short a and I THEN you may want to teach this lesson…

Guided Reading: What’s Guided Reading

Guided Reading 2.0: Teachers as Decision Makers in Guided Reading

Biliteracy Practices: What is Cross Linguistic Transfer?

Interactive Read Aloud: What is an Interactive Read Aloud

Literacy Leadership: The Administrator’s Role in Achieving a Balanced Approach to Literacy Instruction

Early Writing: The Role of Writing in Learning to Read Part 1

Shared Reading: Shared Reading Overview

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01 Small Group Lesson	Lesson 1: IF some students are having difficulty decoding CVC words with short a and i THEN you may want to teach this lesson.
02 Small Group Lesson	Lesson 2: Students need to infer internal traits of characters based on what characters say and do. IF some students are confusing external traits with internal traits of characters, THEN you may want to teach this small group lesson. You’ll also teach how to determine character traits by paying attention to what characters say and do.
03 Small Group Lesson	Lesson 3: (Generally for emergent and early readers): IF you are using leveled text and you want to help students read increasingly difficult books, THEN you may want to use this lesson as a template.
04 Small Group Lesson	Lesson 4: IF some students are having difficulty decoding CCVC words with s-blends THEN you may want to teach this lesson.
05 Small Group Lesson	Lesson 5: (Generally for emergent and early readers):IF you are using decodable text and you want to help students read a book with phonics patterns you’ve taught, THEN you may want to use this lesson as a template.
01 Guided Reading	What’s Guided Reading?
02 Guided Reading	Why is Guided Reading Important?
03 Guided Reading	When Do I Conduct a Guided Reading Lesson
04 Guided Reading	How Do I Deliver a Lesson Before Reading
05 Guided Reading	How Do I Deliver a Lesson During Reading
06 Guided Reading	Praise. Probe. Polish in Guided Reading
07 Guided Reading	Making In the Moment Decisions
08 Guided Reading	How do I Deliver a Lesson…Rich Discussions
09 Guided Reading	How do I Deliver a Lesson…Teaching Point After Reading
10 Guided Reading	Processing Stategies After Guided Reading
11 Guided Reading	How do I Deliver a Lesson…Word Work After Reading
12 Guided Reading	How do I Deliver a Lesson…Writing After Reading
13 Guided Reading	Formative Assessments
14 Guided Reading	A Crash Course in Running Records
15 Guided Reading	Grouping and Regrouping
16 Guided Reading	How do I Deliver a Lesson…Extend Learning After Reading
17 Guided Reading	How do I Deliver a Lesson…Reading Comprehension Strategies After Reading
18 Guided Reading	Revisit Data Collection and Planning Next Steps
19 Guided Reading	Teacher Toolkit for Guided Reading Part 1
20 Guided Reading	Teacher Toolkit for Guided Reading Part 2
01 Guided Reading 2.0	Teachers as Decision Makers in Guided Reading
02 Guided Reading 2.0	The Learner- Where it All Begins
03 Guided Reading 2.0	Key Reading Behaviors- Emergent Readers
04 Guided Reading 2.0	Key Reading Behaviros- Early Readers
05 Guided Reading 2.0	Key Reading Behaviors- Transitional Readers
06 Guided Reading 2.0	Key Reading Behaviors- Self-Extending Readers
07 Guided Reading 2.0	Common Instructional Goals for Guided Reading
08 Guided Reading 2.0	Selecting Text with the Goal in Mind
09 Guided Reading 2.0	In the Moment Teaching Decision
10 Guided Reading 2.0	Teaching Decisions in the Book Introduction
11 Guided Reading 2.0	Teaching Decisions for Emergent Readers when the Goal is CAP
12 Guided Readign 2.0	Teaching Decisions for Emergent Readers when the Goal is Word Solving
13 Guided Reading 2.0	Teaching Decisions for Emergent Readers when the Goal is Fluency
14 Guided Reading 2.0	Teaching Decisions for Emergent Readers when the Goal is Comprehension
15 Guided Reading 2.0	Teaching Decisions for Early Readers when the goal is Word Solving
16 Guided Reading 2.0	Teaching Decisions with Early Readers when the goal is Fluency
17 Guided Reading 2.0	Teaching Decisions with Early Readers when the Goal is Comprehension
18 Guided Reading 2.0	Teaching Decisions with Advanced Readers when the Goal is Fluency
19 Guided Reading 2.0	Teaching Decisions with Advanced Readers when the Goal is Comprehension
20 Guided Reading 2.0	Metacognitive Decision Making
01 Biliteracy Practices	What is Cross Linguistic Transfer?
02 Biliteracy Practices	Routines for Teaching Transferable Skills between English and Spanish
03 Biliteracy Practices	Experience an example of cross linguistic transfer routine
04 Biliteracy Practices	Metalinguistic Focus: Phonology
05 Biliteracy Practices	Metalinguistic Focus: Morphology
06 Biliteracy Practices	Metalinguistic Focus: Syntax and Grammar
07 BIliteracy Practices	Metalinguistic Focus: Pragmatics
08 Biliteracy Practices	Strategies for Transfer: Así se Dice
09 Biliteracy Practices	Strategies for Transfer: Side by Side Anchor Chart
10 Biliteracy Practices	Strategies for Transfer: Illustration Anchor Chart
11 Biliteracy Practices	Implementing Cross-Linguistic Transfer to Phonics, Spelling, and Word Study
12 Biliteracy Practices	Use Cross- Linguistic Transfer Instructional Routines in your Spanish Reading Workshop
13 Biliteracy Practices	Incorporating cross-linguistic transfer strategies in Spanish Writing Workshop
14 Biliteracy Practices	Teaching Non-Transferable Skills
15 Biliteracy Practices	Translanguaging as an Instructional Approach to Support Student Learning
16 Biliteracy Practices	Close Reading: Why Close Reading is an Important Routine to Include in Instruction
17 Biliteracy Practices	Close Reading: How to Implement the First Reading in Close Reading
18 Biliteracy Practices	Close Reading: How to Implement the Second Reading in Close Reading
19 Biliteracy Practices	Close Reading: How to Implement the Third Reading in Close Reading
20 Biliteracy Practices	Close Reading: How to Construct Text Dependent Questions
01 Interactive Read Aloud	What is an Interactive Read Aloud
02 Interactive Read Aloud	What is the Goal of an Interactive Read Aloud
03 Interactive Read Aloud	What is the Structure of an Interactive Read Aloud
04 Interactive Read Aloud	What are the Benefits of an Interactive Read Aloud
05 Interactive Read Aloud	How to Choose a Book for an Interactive Read Aloud
06 Interactive Read Aloud	How to Highlight Key Vocabulary of an Interactive Read Aloud
07 Interactive Read Aloud	How to Determine a Focus Skill for an Interactive Read Aloud
08 Interactive Read Aloud	How to Plan the Before of an Interactive Read Aloud
09 Interactive Read Aloud	How to Plan the During of an Interactive Read Aloud
10 Interactive Read Aloud	How to Plan the After of an Interactive Read Aloud
11 Interactive Read Aloud	How to Stretch Thinking with Think Alouds
12 Interactive Read Aloud	How to Add the Power of Collaborative Conversations
13 Interactive Read Aloud	How to Use Act It Out
14 Interactive Read Aloud	How to Use Stop & Draw and Stop & Jot
15 Interactive Read Aloud	How to Use Nonverbal Hand Signals
16 Interactive Read Aloud	How to Teach Making Text to Self Connections
17 Interactive Read Aloud	How to Teach Making Text to Text Connections
18 Interactive Read Aloud	How to Teach Making Text to World Connections
19 Interactive Read Aloud	How to Practice Making Connections
20 Interactive Read Aloud	Using Mentor Text During Interactive Read Alouds
01 Literacy Leadership	The Administrator’s Role in Achieving a Balanced Approach to Literacy Instruction
02 Literacy Leadership	A Reflective Lens for School-Wide Literacy Instructional Practices
03 Literacy Leadership	How a Workshop Model Fits within a Balanced Literacy Framework
04 Literacy Leadership	The Incredible Value of the Read-Aloud
05 Literacy Leadership	Creating a Word Aware Classroom Culture
06 Literacy Leadership	The Importance of a Well-Provisioned Classroom Library
07 Literacy Leadership	The Purpose and Role of Shared Reading
08 Literacy Leadership	The Purpose and Role of Shared Reading Continued…
09 Literacy Leadership	“Look-Fors” in Prekindergarten Small Group Literacy Instruction
10 Literacy Leadership	Responsive Guided Reading
11 Literacy Leadership	Responsive Guided Reading Lesson Delivery
12 Literacy Leadership	“Look-Fors” at Guided Reading Levels A-D
13 Literacy Leadership	“Look-Fors” at Guided Reading Levels E-I
14 Literacy Leadership	“Look-Fors” at Guided Reading Levels J-M
15 Literacy Leadership	“Look-Fors” at Guided Reading Levels N-Z
16 Literacy Leadership	Additional Small Group Reading Structures
17 Literacy Leadership	The Interrelationship of Phonological Awareness, Phonemic Awareness, and Phonics
18 Literacy Leadership	An Instructional Sequence for Phonics Instruction
19 Literacy Leadership	What is the Rest of the Class Doing During Small Group Time?
20 Literacy Leadership	Maintaining Student Engagement During Independent Reading
01 Early Writing	The Role of Writing in Learning to Read Part 1
02 Early Writing	The Role of Writing in Learning to Read Part 2
03 Foundational Reading	Exploring Phonological Awareness and Phonemic Awareness Part 1
04 Foundational Reading	Exploring Phonological Awareness and Phonemic Awareness Part 2
05 Foundational Reading	Exploring Phonological Awareness and Phonemic Awareness Part 3
06 Foundational Reading	Exploring Phonics Through Word Study: An Introduction
07 Foundational Reading	Exploring Phonics Through Word Study (Part 2: Vowel Letter Aa)
08 Foundational Reading	Exploring Phonics Through Word Study (Part 3: Vowel Letter Ee)
09 Foundational Reading	Exploring Phonics Through Word Study (Part 4: Vowel Letter Ii)
10 Foundational Reading	Exploring Phonics Through Word Study (Part 5: Vowel Letter Oo)
11 Foundational Reading	Exploring Phonics Through Word Study (Part 6: Vowel Letter Uu)
12 Foundational Reading	Strategies for Teaching Reading Fluency
13 Foundational Reading	Exploring the Differences Between Read Alouds and Shared Reading
14 Foundational Reading	The Role of Sight Words in Learning to Read (Part 1)
15 Foundational Reading	The Role of Sight Words in Learning to Read (Part 2)
16 Foundational Reading	The Role of Sight Words in Learning to Read (Part 3)
17 Foundational Reading	The Value of Using Magnetic Letters in Teaching Children to Read
18 Foundational Reading	Magnetic Letter Activities for PreKindergarten and Kindergarten Students
19 Foundational Reading	Magnetic Letter Activities for First Grade Students
20 Foundational Reading	Magnetic Letter Activities for Second Grade Students
01 Shared Reading	Shared Reading Overview
02 Shared Reading	Shared Reading: Equity, Power, Support
03 Shared Reading	Shared Reading: Lesson Components
04 Shared Reading	Shared Reading: Responsive Planning
05 Shared Reading	Shared Reading: Materials, Management and Text Selection
06 Shared Reading	Shared Reading: Plan for Assessment
07 Shared Reading	Shared Reading: Support for Multilingual Learners
08 Shared Reading	Shared Reading: Setting Expectations for Readers
09 Shared Reading	Shared Reading: Building Community with Shared Reading
10 Shared Reading	Shared Reading and Word Study

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Small Group Lesson: Lesson 1- IF some students...

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Speaking & Listening

Lessons include opportunities, whole group, with partners, and individually, for students to talk about their learning.

In this section:

K-2 Top-Notch Turn and Talks

3-5 Active Listening, Active Learning (coming soon!)

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K-2 Planning an Interactive Read-Aloud: Fiction or nonfiction

K-2 Callbacks: Grabbing & Holding Attention

3-5 Peer-to-Peer: Digging Deeper (Accountable Talk Moves) (coming soon!)

3-5 Whole Class Grand Conversations

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K-2 Top-Notch Turn & Talks

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Navigating Response

These lessons include responding in writing to text.

In this section:

K-2 Responding to Fiction Text: Retelling Using the SWBS Strategy

3-5 Writing About Reading: Making Inferences About Characters

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K-2 Responding to Fiction: Character Connections

K-2 Responding to Informational Books: Writing What We Learned

3-5 Making Predictions Using Text Evidence

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K-2 Responding to Fiction Text: Retelling Using the SWBS Strategy

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Engaging with the Text

This includes lessons around what to do before, during, and after reading (for fiction as well as nonfiction), monitoring for meaning, understanding text structure and genre, perhaps making inferences, summarizing, retelling/literal comprehension.

In this section:

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K-2 Before Reading: Previewing the Text: Fiction

K-2 Informational Text: Learning from all the Information on the Page (Photographs and/or Pictures/Text Features)

3-5 Author’s Purpose: Why did the Author Write This?

K-2 Monitoring Comprehension

3-5 What’s the Main Idea? Determining the Central Idea in Nonfiction Text (with Explicit Topic Sentences)

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3-5 What's the Main Idea? Determining the Central Idea in Nonfiction text (with explicit topic sentences)

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Laying the Foundation

Lessons which include letters and sounds, phonological awareness, decoding strategies, vocabulary, fluency

In this section:

K-2 Reading Fluency: Reading in Phrases

3-5 Learning New Vocabulary: Using Context Within and Beyond a Sentence (what if the definition is not right before or after?)

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K-2 Orthographic Mapping: Learning to Read and Write High-Frequency Words

K-2 Using Cumulative Blending to Decode Unfamiliar One-Syllable Words

3-5 Fluently Reading with a Focus on Expression (by genre: fiction)

3-5 Learning and Using Prefixes

3-5 Decoding Multisyllabic Words: Closed Syllables

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K-2 Reading Fluency: Reading in Phrases

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Look

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Plus *Bonus Content*

S

Speaking & Listening

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Navigating Response

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Engaging with the Text

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Laying the Foundation

Plus Bonus Content