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  • Students: Students used context clues and letter-sound relationships to decode words successfully. Many students in this classroom live in families with a low socioeconomic status.  Therefore, they had limited background knowledge in many areas.  It is very important to discuss topics and introduce vocabulary words with pictures or examples to these students before reading new materials.
  • Teacher Mrs. D. frequently used flexible grouping. She continually assessed student progress with 1:1 iPad technology. She offered a wide variety of reading materials in classroom library.
  • Please move to your group's assigned area for the reading block.
  • Text: Students read and discuss a variety of nonfiction articles together each day.  Many of these articles are from Scholastic and Readworks.  Students have access to a vast classroom library that is color coded based on Lexile scores.  Students are allow to choose books within their level.
  • Task: Students in this class have a 90 minute reading block each day.  During the 90 minute block, students have silent reading time for 30 minutes.  They are allowed to read any book that is at their Lexile level. Students also read and discuss a nonfiction article each day in their small groups led by a teacher or assistant.  The nonfiction texts are chosen based on student interest.
  • Context: In this classroom, there is a relaxed climate.  Students sit in special reading spots all around the room during silent reading.  They can sit just about anywhere as long as they are reading.   Students frequently worked together in small groups for vocabulary or other word work.  The teacher reviewed work with students while sitting at her desk and using a document camera.  I did not see many individual teacher/student interactions during my observations.  
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