Lesson Components
Procedures
Prompting for Strategic Activity
Reading Continuous Text
Basic Theory
100
This lesson segment provides attention to detail at the letter or part level - using known word to get to new understandings of parts. Teaches child to attend to order and sequence of words.
What is Word Work.
100
Provides child with M, S, V information to allow him or her to 'align' to the surroundings or circumstances. This takes the 'bugs' out.
What is NBO - new book orientation.
100
This prompt would encourage 1:1 matching.
What is "Read it with your finger." "Did that match?" "Were there enough words?" "Did you run out of words?"
100
Familiar reading, Running Record book and new book.
What are the opportunities for reading continuous text in each lesson.
100
Clay's definition of reading.
What is a message-getting, problem-solving activity. (p. 1 LLDI 1)
200
Helps child see relationship between spoken and written language, understand more about word construction, letter formation, links from sound to letter, spelling and self-monitoring.
What is Composing and Writing a Story.
200
This procedure includes steps of hearing syllables, hearing sounds, slow articulation, and sound boxes.
What is HRSW - hearing and recording sounds in words.
200
These prompts encourage checking on oneself or SMO - self-monitoring.
What is "Was that OK?" "Why did you stop?" "What did you notice?" "Does it look right and sound right?"
200
What visual information do you think he attended to? What information came from prior experiences stored in his brain?
What are the two questions you ask yourself when you hear a child substitute a word he knows for a word in the book.
200
Literacy Processing
What is the flow of messages in and out of the brain's networks of links - what we see with what we hear.
300
Provides opportunity to search, monitor, and self-correct as reconstruction occurs.
What is Cut Up Story.
300
This procedure gives students an opportunity to link new features, letters and words that occur in any activity (but not to overdo it). It could include building with ML left to right, writing the word, tracing the word, water writer, etc.
What is EMKW - expanding the meager knowledge of words.
300
These may help the child check one source of information with another - cross-checking.
What is "Check it - does it look right and sound right?" "Does the word you said look like the word on the page?" "Does that make sense?" "What else could it be?"
300
This system continues to build greater capacity through successful problem solving on a gradient of increasingly difficult text.
What is a Self-Extending System.
300
Most written language occurs as continuous text.
What is why we use continuous text in our lessons.
400
Independent use of what was introduced yesterday. Independent problem-solving, monitoring, choosing and revising.
What is Running Record (yesterday's new book).
400
This procedure has 3 main levels during early to mid-lessons. It is not an activity to memorize words but to understand the relationship of letters to words.
What is I Can Take Words Apart. Section 5, pages 42-45.
400
These prompts would encourage the use of visual information.
What is "How did you know it said 'was'?" "Look for something that would help you." "Do you know a word that starts with those letters?" "Look carefully and think what you know that might help."
400
Why we can read so fast.
What is "The reader builds up massive experience with letter sequences." (p. 118)
400
This is expected in our lessons in order for our students to return to the average of their class. It is a steeper slope with a faster rate.
What is Acceleration. “Acceleration depends upon how well the teacher selects the clearest, most memorable examples with which to establish a new response.” LLDI part 1 p.
500
Opportunity to make connections and consolidate understandings while reading a text by using known and new.
What is First Read of New Book.
500
The aim of this work is to have child know about how words work and be able to use this awareness while reading texts and while writing. There are six different steps in this section before it moves to 'intermediate'.
What is Attending to Words in Isolation, Section 13.
500
These would be examples of open-ended prompts.
What is "What did you notice?" "Try that again." "Were you right?" "Think what you know that might help."
500
The goal of all forms of word analysis. (p. 132)
What is taking words apart, on the run, while reading unexpected known words, partially familiar words still being learned, and new unknown words.
500
What helps children in reading will help them in writing. What is known in reading will help in writing, and vice versa.
What is Reciprocity.
M
e
n
u