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Teaching Reading: 3-5 Workshop

Analyze the Video | Creating Contexts for Learning

Watch the video, "Creating Contexts for Learning," taking notes as you watch. After you watch, jot down your answers to the questions below. If you prefer to watch the video in segments, pause the video when you see the next chapter heading.

Video Summary

In this video, Professor Jeanne Paratore discusses the organization strategies, routines, and reading practices that enhance students’ literacy skills. You will also see classroom examples that illustrate the strategies and research that Professor Paratore describes. As you watch the video, consider the following questions:

  • Why does classroom organization matter?
  • Why are routines important?
  • How does grouping affect students’ learning?

Why does classroom organization matter?

In the first video segment, Professor Paratore discusses the impact that an organized classroom has on student interactions, choices, and learning. (If you are watching the video in segments, you will find this image at the beginning of the video.)

  • Think about the wall displays in your classroom. Then, compare them to what you learned about wall displays in the video. What might you change about the development or use of wall displays in your classroom?
  • What are the ways in which a classroom library can be organized? What ideas might you implement in your own classroom?
  • How is your classroom organized to support struggling readers? What books are accessible to them?

Why are routines important?

In this video segment, Professor Paratore explores the effect that classroom routines can have on students’ reading and writing skills. (If you are watching the video in segments, you will find this image approximately 12 minutes into the video.)

  • What specific routines does the video suggest to help you increase the amount of time that students are engaged in reading and writing?
  • What kind of morning routines did you see? What did you notice about these routines?
  • What routines might you implement to increase the amount of time struggling readers have to read?

How does grouping affect students' learning?

In the last video segment, Professor Paratore examines the kinds of grouping options that give all students the amount of practice and interaction they need. (If you are watching the video in segments, you will find this image approximately 18 minutes into the video.)

  • How can teachers make thoughtful decisions about which grouping option will maximize students’ learning?
  • Consider your students. What grouping options might enhance reading and writing skills for all students?
  • Consider struggling readers.
    • When can they be grouped with the whole class?
    • When should they be grouped with readers at their own level?
    • When should they be paired with a more capable peer?
    • When should they be paired with a reader at their instructional level?

Series Directory

Teaching Reading: 3-5 Workshop


Produced by WGBH Educational Foundation. 2006.
  • Closed Captioning
  • ISBN: 1-57680-815-7