In this Literacy Footprints lesson, Jan Richardson introduces students to "Bella and Rosie at the Beach," a level C book. Students preview and talk about what they think might be happening in the story. When working with emergent readers it can be very helpful to have students hear and practice some of the new language structure. They also locate the new word "come." After students preview the book, they begin to read it. Notice how Jan listens to and teaches each student something that will help them improve their literacy processing. http://www.literacyfootprints.com/
Please note: In my original posting, I provided a link (here) to the video but I have now been informed the video has been removed. If anyone ever locates the video, please let me know and I'll re-post. Contact me at debbie@phonicsinternational or via Twitter at @debbiehepp . Thank you.
[Missing link to video]
I urge everyone to watch it from beginning to end.
Without me describing anything about the guided reading you see, or commenting, if you watch this video and cannot see how dire this typical practice is for a predictable and repetitive reading book, then that in itself is extremely worrying.
Oh my goodness, I'm struggling to hold back from commenting. The little girls cannot read and already they are being told not to finger track under the words - and notice how a question, 'Shall I sound it out?' is knocked back from the get-go.
And so much more...
Please read the various 'comments' in response to this video. Thankfully, there are people who are knowledgeable and recognise this type of flawed (and actually very overbearing) practice.