For the three lesson parts, group students according to their reading needs for each component of the lesson: No Support, Some Support, and Significant Support. Those students who will be able to read the text independently will be included in the No Support group. Students requiring some support will read the text with a partner or teacher aide. Students who are in the Significant Support group will need to read the text with the teacher in a small group.
Convene the whole class to:
- Present and develop a concept highlighted in the book. For example, you could focus on themes such as friendship, families, or animal friends and enemies.
- Introduce vocabulary necessary to read the text or understand the theme.
- Elicit predictions and a set purpose for the children's reading.
Reading the Text
You may want to conduct an initial read-aloud to the whole-class or part of the class. Allow the class to move into their groups.
Assign activities to determine how each group will read the story. Activities may include reading the text aloud, discussing the themes of the text, and independent reading of related texts. Students reading with you may need additional vocabulary instruction or concept development before reading.
Assign written responses to the text, for example, workbooks or journal entries.
Responding to the Text
In whole-class or small groups, students will share their understanding and responses to the text. Plan two or three discussion questions for this section.
Assign other response activities, for example, retelling the story, returning to the themes of the text, and sharing writing.
Extend the lesson to teach specific reading skills or strategies to the whole class or small groups. Decide how students will practice this strategy, for example, you may assign activities to reread the story, read other texts, or respond in writing.