Lesson Components



Re-reading Familiar Texts:

At the beginning of each lesson the child reads several books that have been read in previous lessons. This gives opportunities for the child to practice putting the processes together.  “Fluency, comprehension and speed would be good outcomes from these experiences.”  (Clay, 2005, p. 88)


Reading yesterday’s new book:

The child independently reads a book that was introduced and read for the first time the previous day.  The teacher observes and takes a Running Record, documenting reading behaviors that demonstrate learning and new learning needs.

 running record
Letter identification and word work:

“This is a short segment in the lesson in which children must learn fast identification of all the letter shapes and features. “ (Clay, 2005, p.23) Fast visual recognition is encouraged as the child identifies letters and learns how to break words in different ways.

    letter id 

Composing and Writing a Message:

The child is invited to compose a brief message after a brief conversation.   He then writes it word by word, rereading as necessary.  Embedded, within this portion of the lesson, is a detailed analysis of the sequence of sounds in words, attention to letter formation, expanding a writing vocabulary and the use of analogy to construct new words.

Reassembling the cut-up story

The teacher writes the child’s message on a sentence strip and cuts it apart as the child reads it.  The child then reconstructs his own message paying attention to letter, word detail and practicing fluent, phrased reading.


Introducing a new book

The teacher selects a new book that has been thoughtfully chosen for this particular child.  The teacher introduces the text, helping the child become familiar with the meaning of the whole book, highlighting language that may be difficult and letting the child practice this language.  “The teacher actively supports any tentative efforts to solve new problems.” (Clay, 2005, p. 88)


Reading a new book

After the teacher’s introduction, the child will orient himself to the story.  Now he will read the new text with the teacher’s support.  The child is encouraged to read as much as possible independently and to problem solve new words using strategic behaviors.  The teacher will support him through prompting and confirming.


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