Key Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127
Observational Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
KWL Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129
Classroom Strategy Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Literacy Development Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
General Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133
Appendix
Teaching Reading, K–2 125
Teaching Reading, K–2 127
Key Q
uesti
on
s A
bo
ut
Th
is C
lassro
om
How
does t
he c
lassro
om
environm
ent
encoura
ge s
tudents
to g
ain
independence a
s r
eaders
and w
rite
rs?
How
are
the d
ivers
e n
eeds o
f le
arn
ers
(la
nguage in p
art
icula
r) m
et
in t
his
cla
ssro
om
?
What
form
s o
f assessm
ent
are
appare
nt
in t
his
cla
ssro
om
, and h
ow
does a
ssessm
ent
guid
e instr
uction?
How
are
readin
g a
nd w
riting c
onnecte
d in t
his
cla
ssro
om
?
In
str
ucti
on
s:
Make a
copy o
f th
is p
age for
each o
f th
e
cla
ssro
om
vid
eos y
ou w
atc
h a
nd c
onsid
er
these
Key Q
uestions in t
he c
onte
xt
of th
e v
ideo t
hat
you’re w
atc
hin
g.
Use t
he s
paces p
rovid
ed t
o
take n
ote
s w
here
appro
priate
.
Vid
eo T
itle
and T
eacher:
© 2
002 W
GBH
Educational Foundation.
Your N
am
e:
Date:
128 Teaching Reading, K–2
Ob
servati
on
al C
hecklist
Read-A
loud
Share
d R
eadin
g
Guid
ed R
eadin
g
Independent
Readin
g
Inte
ractive W
riting
Independent
Writing
Ora
l Lan
guag
e
Phon
olog
ical
Aw
aren
ess
Voca
bula
ry/C
once
pts
Wor
d Id
entif
icat
ion/
Phon
ics
Com
preh
ensi
on
Com
posi
tion
Flue
ncy/
Auto
mat
icity
com
ments:
Essen
tial C
om
po
nen
ts o
f Lit
eracy D
evelo
pm
en
t
Lit
eracy T
each
ing
Practi
ces
Physic
al Space
Mate
rials
and T
ools
Techniq
ues a
nd M
anagem
ent
Tone a
nd A
tmosphere
Ele
men
ts o
f C
lassro
om
En
vir
on
men
t Th
at
Su
pp
ort
Lit
eracy
In
str
ucti
on
s:
Make a
copy o
f th
is c
hecklist
for
each o
f
the c
lassro
om
vid
eos y
ou w
atc
h a
nd u
se it
to
record
your
observ
ations.
Each c
lassro
om
you
observ
e w
ill have s
om
e —
although p
robably
not
all —
of th
e p
ractices a
nd c
om
ponents
liste
d o
n t
he c
hecklist.
© 2
002 W
GBH
Educational Foundation.
Vid
eo T
itle
and T
eacher:
Your N
am
e:
Date:
Word
Stu
dy
Teaching Reading, K–2 129
Kn
ow
- W
on
der -
Learn
ed
(K
WL) C
hart
To
pic
:
In
str
ucti
on
s:
Make a
copy o
f th
is K
WL c
hart
and u
se it
to
record
what
you a
lready k
now
and w
hat
you
would
lik
e t
o learn
about
lite
racy.
Leave t
he
“Learn
ed”
section b
lank t
o fill in
aft
er
you
have fin
ished w
atc
hin
g t
he t
ape.
No
te:
The K
WL c
hart
can b
e u
sed t
o g
enera
te g
roup d
iscussio
n,
and t
o c
larify
what
is
know
n a
bout
a p
art
icula
r aspect
of in
str
uction (
either
from
experience o
r re
searc
h)
and w
hat
questions r
em
ain
.
© 2
002 W
GBH
Educational Foundation.
What
do y
ou w
on
der
about
this
topic
?
What
new
thin
gs h
ave y
ou l
earn
ed
about
this
topic
?
What
do y
ou a
lready k
no
w
(or
thin
k y
ou k
now
) about
this
topic
?
Vid
eo T
itle
and T
eacher:
Your N
am
e:
Date:
130 Teaching Reading, K–2
Cla
ssro
om
Str
ate
gy P
lan
ner
Wh
ich
str
ate
gy (
or s
trate
gie
s) f
ro
m t
he v
ideo
wo
uld
yo
u lik
e t
o t
ry o
ut
in y
ou
r o
wn
cla
ssro
om
?
(Som
e e
xam
ple
s:
a w
ay o
f conducting a
part
icula
r Litera
cy T
eachin
g P
ractice;
a job c
hart
; a learn
ing
cente
r activity;
an a
ppro
ach t
o a
ssessm
ent;
a m
eth
od for
dete
rmin
ing g
uid
ed-r
eadin
g g
roups.)
Wh
at
will yo
u n
eed
to
im
ple
men
t th
is s
trate
gy?
(Som
e e
xam
ple
s:
a lis
t of sig
ht
word
s;
part
icula
r ty
pes o
f books (
enla
rged b
ooks,
levele
d r
eaders
);
a p
ublished a
rtic
le a
bout
a p
art
icula
r in
str
uctional m
eth
od;
mate
rials
for
assessm
ent.
)
Ho
w w
ill yo
u k
no
w w
hen
th
is in
str
ucti
on
al m
eth
od
has b
een
su
ccessfu
l in
yo
ur c
lassro
om
?
(Som
e e
xam
ple
s:
lookin
g a
t stu
dent
work
; fo
rmally a
ssessin
g s
tudent
pro
gre
ss.)
In
str
ucti
on
s:
Make a
copy o
f th
is p
age for
each o
f th
e
cla
ssro
om
vid
eos y
ou w
atc
h a
nd c
onsid
er
whic
h
teachin
g s
trate
gie
s y
ou’d
lik
e t
o t
ry o
ut
in y
our
ow
n c
lassro
om
. U
se t
he s
paces p
rovid
ed t
o t
ake
note
s w
here
appro
priate
.
Vid
eo T
itle
and T
eacher:
© 2
002 W
GBH
Educational Foundation.
Your
Nam
e:
Date
:
Teaching Reading, K–2 131
Lit
eracy D
evelo
pm
en
t C
hart
Str
en
gth
s
(What
readin
g s
trate
gie
s
does t
he s
tudent
use
com
fort
ably
?)
Need
s
(What
are
as r
equire
continued instr
uction?)
In
str
ucti
on
(How
does t
he t
eacher
support
their learn
ing?)
Th
ird
Cla
ssro
om
Vis
itFir
st
Cla
ssro
om
Vis
itFo
urth
Cla
ssro
om
Vis
itS
eco
nd
Cla
ssro
om
Vis
it
In
str
ucti
on
s:
Make a
copy o
f th
is p
age for
each o
f th
e s
tudent
case s
tudy v
ideos y
ou w
atc
h a
nd r
ecord
your
observ
ations o
n e
ach c
lassro
om
vis
it.
Consid
er
each c
hild’s
str
ength
s a
nd n
eeds.
Stu
dent
Nam
e:
Month
:M
onth
:M
onth
:M
onth
:
© 2
002 W
GBH
Educational Foundation.
Your
Nam
e:
Date
:
Books and ArticlesArmbruster, B. B., F. Lehr, and J. Osborn. Put Reading First: The Research Building Blocks for Teaching Children To Read.Jessup, Md: National Institute for Literacy, 2001.
Button, K., M. J. Johnson, and P. Furgerson. “Interactive Writing in a Primary Classroom.” The Reading Teacher 49,no. 6 (1996).
Campbell, R. Read-Alouds With Young Children. Newark, Del.: International Reading Association, 2001.
Cary, S. Second Language Learners. Portland, Maine: Stenhouse Publishers, 1997.
Fields, M. V., and K. L. Spangler. Let’s Begin Reading Right: A Developmental Approach to Emergent Literacy. 4th. ed.Upper Saddle River, N.J.: Merrill Publishing Company, 2000.
Fisher, B., and E. F. Medvic. Perspectives on Shared Reading: Planning and Practice. Portsmouth, N.H.: Heinemann, 2000.
Hall, N. “Interactive Writing With Young Children.” Childhood Education 76, no. 6, International Focus Issue (2000):358–64.
Heald-Taylor, G. The Beginning Reading Handbook: Strategies for Success. Portsmouth, N.H.: Heinemann, 2001.
Henry, J., and B. J. Wiley. “Answers to Frequently Asked Questions About Interactive Writing.” Classroom Connec-tions. Columbus, Ohio: Reading Recovery Council of North America, Inc. Winter/Spring 1999.
International Reading Association. Second Language Literacy Instruction: A Position Statement of the InternationalReading Association. Newark, Del.: International Reading Association, 2000.
Miller, W. Strategies for Developing Emergent Literacy. Boston, Mass.: McGraw-Hill Higher Education, 2000.
Neuman, S. B., C. Copple, and S. Bredekamp. Learning To Read and Write: Developmentally Appropriate Practices forYoung Children. Washington, D.C.: National Association for the Education of Young Children, 2000.
Opitz, M. F., and M. P. Ford. Reaching Readers: Flexible & Innovative Strategies for Guided Reading. Portsmouth, N.H.:Heinemann, 2001.
Opitz, M. F., and T. V. Rasinski. Goodbye Round Robin: 25 Effective Oral Reading Strategies. Portsmouth, N.H.:Heinemann, 1998.
Parkes, B. Read It Again: Revisiting Shared Reading. Portland, Maine: Stenhouse Publishers, 2000.
Rigg, P., and V. G. Allen. When They Don’t All Speak English: Integrating the ESL Student Into the Regular Classroom.Urbana, Ill.: National Association of Teachers of English, 1989.
Strickland, D.S. Teaching Phonics Today: A Primer for Educators. Newark, Del.: International Reading Association, 1998.
Strickland, D. S. ed. Beginning Reading and Writing. New York, N.Y.: Teachers College Press, and Newark, Del.:International Reading Association, 2000.
Taberski, S. “Give Shared Reading the Attention It Deserves.” Instructor-Primary 107, no. 7 (1998): 32–34.
Web SitesInternational Reading Association: http://www.ira.org
National Council of Teachers of English: http://www.ncte.org
National Association of Education of Young Children: http://www.naeyc.org
Center for the Improvement of Early Reading Ability (CIERA): http://www.ciera.org
132 Teaching Reading, K–2
General Resources on Literacy
Teaching Reading, K–2 133
SENIOR PRODUCERTed Sicker
CURRICULUM DIRECTORDenise Blumenthal
LIBRARY GUIDE DEVELOPERS FOR CLASSROOM VIDEOSClaudia GroseVisiting Associate Professor,Language and LiteracyNortheastern University School of Education
Margery Staman MillerProfessorLesley University School of Education
LIBRARY GUIDE DEVELOPER FOR STUDENT CASE STUDIESMary MatthewsCurriculum Coordinator for Language Arts, K–8Brookline Public Schools, Massachusetts
CURRICULUM PROJECT COORDINATORLaura O’Neill
CORE ADVISORSJeanne ParatoreBoston University
Robert RuedaUniversity of Southern California
Donna OgleNational Louis–University
DESIGNERSChristian WiseLisa Rosenthal
WEB DEVELOPERJoe Brandt
ADDITIONAL WRITERLaura O’Neill
WITH THE ASSISTANCE OFMary BloutNina FaroukSandy KendallYasmin Madan
Web Site Production CreditsTeaching Reading, K–2: A Library of Classroom Practices is a production of WGBH Interactive and WGBH EducationalProgramming and Outreach for Annenberg/CPB.
© 2002 WGBH Educational Foundation. All rights reserved.
Credits
134 Teaching Reading, K–2
CORE ADVISORSPatricia EdwardsMichigan State University
Jeanne ParatoreBoston University
Robert RuedaUniversity of Southern California
PROJECT ADVISORSEurydice BauerUniversity of Illinois Urbana–Champaign
Donna OgleNational Louis–University
Linda RathBetween the Lions (PBS)
Robin Rogers-BrowneNashoba Regional School District, Massachusetts
Nancy RoserUniversity of Texas at Austin
James St. ClairCambridge Public School District, Massachusetts
SERIES PRODUCERSCynthia A. McKeownAnn Peck
EDITORSMary-Kate SheaKaren Silverstein
PRODUCTION ASSISTANTSJulie RivinusMichael Rossi
CAMERABill CharetteLance DouglasBrian DowleyRobin HirshStephen McCarthy
AUDIOSteve BoresChris BresnahanCharlie ColliasJames Lindsey
PRODUCTION MANAGERMary Ellen Gardiner
ON-LINE EDITORSMaureen BardenMark GeffenGlenn HunsbergerJohn Sherrer
SOUND MIXJohn JenkinsDan Lesiw
DESIGNGaye KorbetDaryl MyersBruce Walker
MUSICJim SullivanGuy Van Duser
NARRATORJudy Richardson
POST–PRODUCTION ASSOCIATE PRODUCERPeter Villa
Video Production CreditsTeaching Reading, K–2: A Library of Classroom Practices is a production of WGBH Educational Foundation for Annenberg/CPB.
Credits, cont’d.
Teaching Reading, K–2 135
PRODUCTION COORDINATORMary-Susan Blout
LOCATION ASSISTANTSAlejandro Aguilar Robert LawsKevin Szaflik
BUSINESS MANAGERJoe Karaman
UNIT MANAGERKimberly Langley
OFFICE COORDINATORSJustin BrownLaurie Wolf
PROJECT DIRECTORAli Farhoodi
SENIOR PROJEC T DIRECTORAmy Tonkonogy
EXECUTIVE PRODUCERMichele Korf
Credits, cont’d.
Books and Articles Referenced in the VideosWhere Is My Hat? by Joetta Beaver, illustrated by Laura Ovresat. Copyright 1997 by Upper Arlington Schools,copyright 1997 illustrations by Celebration Press. Published by Celebration Press. Used by permission of PearsonEducation, Inc.
Brown, Marc T. Arthur’s New Puppy. Boston, Mass.: Little, Brown & Co., 1993.
Compestine, Ying Chang. The Runaway Rice Cake. New York, N.Y.: Copyright 2001 by Ying Chang Compestine.Simon & Schuster Books for Young Readers.
Cowley, Joy. Go, Go, Go. from the Story Box Series. New York, N.Y.: Copyright 1995 Wright Group/McGraw Hill.(800) 523–2371.
Cutting, Jillian. Going to School. From the Sunshine Series. New York, N.Y.: Copyright 2000 Wright Group/McGrawHill. (800) 523–2371.
Henkes, Kevin. Shiela Rae the Brave. New York, N.Y.: Greenwillow Books, 1987.
Henry, Marguerite, and Joan Nichols. The Big Race. A Scholastic Phonics Reader. New York, N.Y.: Scholastic Inc.,1987.
Medearis, Angela Shelf. The 100th Day of School. New York, N.Y.: Scholastic Inc., 1996.
Peterson, John. The Littles Go Exploring. New York, N.Y.: Scholastic Book Services, 1978.
Prelutsky, Jack. “My Fish Can Ride a Bicycle.” A poem from the book Something Big Has Been Here. New York, N.Y.:Greenwillow Books, 1990.
Rahaman, Vishanti. Read for Me, Mama. Illustrated by Lori McElrath-Eslick. Honesdale, Penn.: Copyright 1997 by Vishanti Rahaman. Caroline House, Boyds Mills Press, Inc.
Randell, Beverly. Baby Bear’s Present. From Rigby PM Collection. Barrington, Ill.: Copyright 1994 by Beverly Randell.Rigby Education.
Randell, Beverly. Clever Fox. From Rigby PM Plus. Barrington, Ill.: Copyright 2000 by Beverly Randell. Rigby Education.
Randell, Beverly. House Hunting. From Rigby PM Collection. Barrington, Ill.: Copyright 1996 by Beverly Randell.Rigby Education.
Randell, Beverly. Mom. From Rigby PM Starters 1. Barrington, Ill.: Copyright 1996 by Beverly Randell. Rigby Education,1996.
Reid, Susan. Rosie’s House. Barrington, Ill.: Copyright 1990 by Susan Reid. Rigby Education, 1990.
Rockewell, Anne. Pumpkin Day, Pumpkin Night. New York, N.Y.: Walker Publishing, 1999.
Rule, Christine. Shorty. Barrington, Ill.: Copyright 1992 by Christine Rule. Rigby Education, 1992.
Scholastic. Winter Is Coming to Alaska. An issue of Scholastic News, Scholastic Classroom Magazine. New York, N.Y.:Scholastic Inc., November/December 2001.
Sharmat, Marjorie Weinmann. Nate the Great Goes Down in the Dumps. Illustrated by Marc Simont. New York, N.Y.:Young Yearling, 1991.
Smith, Annette. New Boots. From Rigby PM Plus. Barrington, Ill.: Copyright 2000 by Annette Smith. Rigby Education.
Ziefert, Harriet. What Is Thanksgiving? New York, N.Y.: HarperFestival, 1992.
136 Teaching Reading, K–2
Credits, cont’d.
Music Used in the VideosJack, David, and Susan Jack Cooper. “Gotta Hop” from the album Gotta Hop! Encinitas, Calif.: Copyright 1990 by Ta Dum Productions, Inc. www.davidjack.com
Lynch, Ray. Music from the album Deep Breakfast. Courtesy of Ray Lynch Productions. Copyright 1984. B.M.I. Allrights reserved.
Moore, Thomas. “Good Morning” from the album Songs for the Whole Day. Copyright Thomas Moore.
Valeri, Michele, and Michael Stein. “The Dinosaur Song” from the album Dinosaur Rock. Silver Spring, Md.:Copyright 1983 by Dinorock Productions, Inc.
Teaching Reading, K–2 137
Credits, cont’d.