This webinar (45 minutes) covers topics that relate to elementary literacy instruction.

1. LIST 4373
OPTIONALEXTRACREDIT WEBINAR 2
THURSDAY, SEPTEMBER 24 2015
OR RECORDED SESSION
*Learning in real-time! This class has many synchronous [real-
time] learning opportunities. Recordings will be available of all
webinars.
Start time: 7:00 pm, CST [please login 10-15 minutes early]
Chat window
1. All: *Type a greeting in the chat window to your classmates! 
2. Optional: If you arrive (login) early, we will be doing informal chat
in the chat window about your favorite authors and books to use to
teach reading and writing (children’s books and/orYoung Adult
authors). We will also be chatting about your own favorite books and
authors. “What have you been reading lately?”
All private chat is visible to the professor!
Please leave audio/talk button off the entire webinar.
Thanks!  Dr. Semingson in
Dallas

2. You can save the chat window
at the end of the webinar
1. Top left corner
2. FileSaveChat
3. Name the file
1. Save on your
computer

3. Tech Support for Webinars
(24/7)
▪ Tech support (24/7) for the webinars
▪ If you are having trouble logging in to the sessions
▪ 1 (877) 382-2293
▪ (Blackboard Collaborate)

4. Webinar Goals and Objectives
Students in Webinar 2 in LIST 4373 will….
• Gain confidence with webinar tools.
• Discuss key concepts and ideas in the chat window.
• Analyze, observe, and discuss big ideas and tips for
lesson planning.
• Define and discuss guided reading lessons.
• Share ideas about teaching guided reading and
building background knowledge.
• Enjoy learning about literacy   [affective goal]
• TIP: Use emotions in the chat window, if you wish! 

5. Questions?

6. Textbook reminders

7. POLL: Phonics
Statement: I was taught to read with a
phonics approach.
If yes, tell what that was like in the chat
window.
Green check (yes)
Red X (no)

8. Interactive Game. Which term am I talking
about????
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Read Aloud
• Shared Reading
• Guided Reading
• Partner Reading
• Independent Reading

9. Scaffolding!
I do
We do
You do
*Vygotsky
Read to
Read with
Read by

10. General Tips on Success with Lesson
Planning!!!
• Web Tour
• http://www.readwritethink.org/
• *A fabulous resource!
• What resources related to literacy do you see?
• How are lesson plans structured?
• How is a lesson plan like a “recipe”?
• Notice the type of language used (third person, step-by-
step, procedural directions).
• Focus on preparation (e.g., materials needed).

11. Overview of Guided Reading
Teaching active reading
• Guided reading: small group. Can focus on: decoding,
fluency, vocabulary, comprehension.

12. Big Ideas about Strategic Reading
• Explicit instruction
• Comprehending vs. comprehension (active process vs.
assessing)
• Need to help students activate their schema or
background knowledge.
• DISCUSS
• What are ways to help students activate their background
knowledge??

13. Big Ideas about Strategic Reading
• Explicit instruction
• Comprehending vs comprehension (active process vs.
assessing)
• Need to help students activate their schema.

14. • Use an anchor chart for your teaching focus. Explicitly
teach the what, why, when, and how of your teaching
focus. Students should know what it is they are learning
and why it is important. This is the case for all of your
teaching all day long, in fact.

15. Matching text with the reader
• Be prepared for each group with a text matched at the
students’ reading level.
• Leveling charts

16. Guided Reading Lesson Plan Format
• Pull up lesson plan format tempate to review
• Planning sheet to get started
• Selecting a book
• Should be 2nd-6th grade
• Comprehension focus, not decoding
• Can be fiction or non-fiction
• Can use a chapter from a chapter book
• Lesson is small-group (20-30 minutes)

17. Planning Sheet- GRLP
• Teaching focus (comprehension that aligns with Figure
19)
• Pick one: main idea/get the gist, connecting (pick one: T-
S, T-T, T-W), drawing conclusions (making inferences),
self-monitoring, predicting/confirming (can do a t-chart),
questioning /wondering (good for non-fiction); Find this in
Figure 19

18. Background of Book
and selecting a book
Title of
book/author:
Level (Scholastic
book wizard,
databases):
Big themes (3-4):
Tier 2 vocabulary
(high-utility) (5-7
words)-back of
page
1.
2.
3.
4.
5.

19. Introduction
Introduction (2 + paragraphs written out
as a script)
genre:
Text structure/features to point out
tricky concepts
a personal connection you have
your own (teacher) background
knowledge
a brief overview of the story without
giving it away
setting a purpose for reading (“Let’s read
to find out…”). Have about 8-10
“stopping points”. Students read silently.

20. Modeling and guided practice (the heart of
the lesson)
Modeling/”I do”: How will you,
the teacher, model the teaching
focus (e.g., anchor chart,
explicit instruction, thinking
aloud)
Guided Practice/ “We do”: How
will you, the teacher, model the
teaching focus (e.g., main idea,
etc.) and then turn over
practice of the teaching focus
to the students?

21. Anchor Chart:Avisual
This “looks like” a small poster you create
These are on Pinterest, etc. but please make your own anchor
chart for this course!
• You will be creating a comprehension anchor chart
• -main idea (get the gist)
• Connecting (T-T, T-S, T-W)-pick one only
• Drawing conclusion/inferencing
• Self-monitoring
• Visualizing
• Other strategies from Figure 19

22. • Use an anchor chart for your teaching focus. Explicitly
teach the what, why, when, and how of your teaching
focus. Students should know what it is they are learning
and why it is important. This is the case for all of your
teaching all day long, in fact.

23. Matching text with the reader
• Be prepared for each group with a text matched at the
students’ reading level.
• Leveling charts

24. Guided Reading Lesson Plan Format
• Go ahead and pick a book!!!!
• Planning sheet to get started
• Selecting a book
• Should be 2nd-6th grade
• Comprehension focus, not decoding
• Can be fiction or non-fiction
• Can use a chapter from a chapter book
• Lesson is small-group (20-30 minutes)

25. Q/A

26. Goals/Looking ahead/Reflecting:
Respond to one of these prompts in the chat window
• What is a goal you have for the class and managing your
own learning in an online course?
• What were your thoughts on the webinar?

27. Reward yourself!
To-do lists work! (checklists)
Break the task down into a lot of little things to do! Then
cross them off as you complete them.
Set a timer to work/write.
Reward yourself!
Type in chat window. What are your rewards to yourself for
working hard? Dr. S’s: coffee and scone!

28. Encouragement
• Keep going!
• Reward yourself
• Finish assignments
early.
• Resources on
Blackboard!
• Contact Dr. S if
needed!