Teacher resources and professional development across the curriculum

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Link: Teaching Reading: K-2

Sheila Owen's Kindergarten Class

The Teacher and the Class

 

Becoming Readers and Writers

Video Summary

The Teacher and the Class

Analyzing the Video

Making Connections

Selected Resources

Ms. Owen instucting her students.

Sheila Owen teaches half-day kindergarten at the Wellwood School in Beaumont, California, where she is also literacy coordinator. Once a very rural community, Beaumont is changing. Its proximity to Los Angeles has brought new housing development and a swell in the population. Still, local agriculture continues to be a major source of jobs for the community.

Day at a Glance*

8:00 

Arrival

8:10 

Morning Meeting

8:30 

Independent Reading

8:45 

Shared Reading

9:00 

Literacy Centers;One on One Assessment with Kids

9:15 

First Guided-Reading Group

9:30 

Second-Guided Reading Group

10:00 

Read-Aloud

10:10 

Recess

10:35 

Interactive Writing

11:00 

Independent Writing

11:20 

Author's Chair

11:25 

Dismissal

* In the video you see excerpts from Ms Owen's class on October 18 and 19. On a typical day, other content areas are also included in the schedule.

Ms. Owen's students are diverse, both economically and racially. Almost half are English language learners . While the class is conducted in English, Ms. Owen encourages her students to use their first language as a bridge to English language learning. "I encourage the children who come to school with another language to use that language. It's a great window, or a door, actually, for me to reach them." She is assisted part-time by a bilingual aide.

Sheila Owen starts her school year with undecorated walls. But they don't stay undecorated for long. From day one, her students create their own literacy-rich space. "They put the art on the walls; they put the writing on the walls.... They have access to the whole classroom, because really it's theirs. So I want them to have ownership of it."

With words and literacy activities readily available in the classroom, Ms. Owen follows a literacy routine built around the idea that reading lessons should happen in context, not in isolation. "The purpose for reading is to gain meaning from text. And I believe children can only really comprehend and only really enjoy reading if it is in an authentic experience in a real piece of literature, in a real activity, not just a segmented component of a program."

Ms. Owen's literacy routine, modeled after the California Early Literacy Learning (CELL) Program, includes the following literacy instructional practices: read-aloud, shared reading, guided reading, independent reading, interactive writing, and independent writing. In each practice, Ms. Owen addresses one or more of the Essential Components of Literacy Development such as oral language, phonics, and comprehension.

Image of lesson plan pages.

See Ms. Owen's Lesson Plan:
Page 1 (38K) | Page 2 (32K)

Next > Analyzing the Video: Before Viewing

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