Daily lesson record
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Daily lesson record






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Daily lesson record Daily lesson record Presentation Transcript

  • Daily Lesson Record forLiteracy Intervention
  • What are the Six (6)Componentsin a 30-minute Daily Lesson?
  • 1. Text reading: Reading familiar books• The reading of two or more familiar books in a phrased and fluent manner atthe beginning of the lesson provides opportunities for the student to practicegood reading behaviours.2. Text reading: Taking a running record of yesterdays new book• The student reads the new book from the previous lesson. The teacher takes a runningrecord (a shorthand record of the student’s reading) without intervening. After the runningrecord,the most powerful teaching points are selected from the book for the student to gain thequickest progress possible.3. Letter identification and word breaking• After the running record, a short time is spent using magnetic letters to help the studentextend his or her letter knowledge and understandings of howwords work.
  • 4. Text writing: composing a story• The student writes one or two sentences about a known book, personalexperience and/or subject of interest. The teacher supports the writing processwhile teaching for flexible writing strategies that will encourage progress towardsindependence.5. Assembling cut-up stories• After the story is written, the teacher writes it on a strip of cardboard. It isthen cut up so that the student can search and check for information to help inreassembling the story.6. Text reading: Reading a new book• The teacher introduces a new book providing information about the content, how thelanguage is structured in that particular book and perhaps some help with words to assistthe student to successfully use his or her reading strategies. The student, while faced withsome challenges, reads the book with appropriate support from the teacher. A culminationof the lesson’s reading and writing work is linked to the new book.
  • What is a Daily Lesson Record?• A record of a child’s behavior in his/her daily 30-minute lesson which consists of reading familiarbooks, reading yesterday’s new book, working withletters and/or words using magnetic letters, writing astory, assembling a cut-up story, and reading a newbook.• It also consists of teacher’s created opportunities forthe child to problem solve and his/her support tohelp the child develop strategic behaviors• to use on texts in both reading and writing.
  • Important PURPOSES of Daily Lesson Record:helps plan for effective Instructiondocuments observations of students’ literacy behaviorsmonitors students’ progressreflects on the effectiveness of the instruction adjusts the instruction for more accelerated learning on amoment-by-moment basis and across each child’s programMaintain a record of change over time in each child’s literacydevelopment
  • FAMILIAR READINGWhat to Record:A. Recent booksHow the child is orchestrating oral reading &processing information effectively• how the reading sounds• Teaching for phrasing, intonation, expressionetc…B. Yesterday’s new book (running record)Teaching for processing after the text readingTitle & text levelAccuracy rate & self-correction RatioAnalysis of processing of information, andhow the reading soundsexampleFAMILIAR READINGA. The Pop-Corn Shop-reads slowly, word by word-don’t let him point with his fingerB. Running record Where is Miss Pool? (Level 6)- 85% / 1:2- using the visual cueing and neglectingmeaning and in essence structure as well.- Choppy reading
  • NEW TEXTWhat to Record:A. Title & Level of new bookPrior to teaching, plan & record aspects toattend to orally in the introduction, (how youwill introduce the book)• plot (if applicable)• novel concepts & ideas• language structures• Vocabulary as appropriate• previous experience a child brings to textB. child’s comments & questions duringintroductionexampleNEW TEXTLook for Me (level 5)Plot David was lost and so his Mom lookedfor him in lots of different places.Language structure to practice.No, he’s not here, she said.-the child needed several repetitions, withstrong teacher emphasis on the words“he’s not” before she could repeat thispattern independently.
  • Strategic Activities on Text(Strategic Processing & Teaching on thenew book)What to Record:A. Strategic Activities used by the child(Observed)-when reading accurately-when problem solving e.g .Monitoring, searching for and usinginformation, cross checking or integrationB. Strategic Activities prompted by the teacherto: (Prompted)-improve processing-affect shifts-improve how the reading soundsexampleStrategic Activities on Text(Strategic Processing & Teaching on thenew book)Child’s Strategies Teachers Prompts-blended all the - prompted him not tosounds to form use a finger 3the word times & pulled hisfinger away- Word by word - Were you right? Tryreading that again and thinkwhat would makesense .
  • Letter Work, Breaking, Word Work &AnalysisWhat to Record:A. Letter Work-any work done on letteridentification, discrimination, formation letter grouping, sorting & matching learning a new letter Confusions note/worked on possibly some attention to formation of letters attention to speedB. Breaking, word work (if any) Known words used Principle(s) attended toCapture child insights & teacher observationsexampleLetter Work, Breaking, Word Work &AnalysisA. Breaking, word work-prompts: “We’re going to start with wordsyou know, and then change the first letterto make a new word”.-You know cat. if I change the first letter , Ican make a new word. Known word cat;-the teacher changed the c to form mat. Thechild then read the new word easily &accurately.-The teacher changed cat to rat . The childread the word easily & accurately-the child completes the task easily withminimal teacher support
  • Writing(Message Composed)What to Record:A. Composing a Story-how the teacher will initiate & develop idea forcomposing & writingB. Child’s Story-record of the child’s story during writing-identification in some way of words writtenindependently (i.e known) (fits with ways ofsolving)exampleWriting(Message Composed)(The underline words or parts of wordsshow where the child wroteindependently )A. Ask the child what is her favorite food.“I like to eat fried eggs every day withmy dad.”
  • Writing(Constructing Words, Gaining Fluency)What to Record:A. Strategic processing in writing- Work done independently by the child & teacherprompting & teaching for shifts- Words taken to fluency- Hearing & recording sounds in words-changestaught for- Using what is known to solve new words- Other aspects of writing words- Comment on speed of productionDURING WRITING-teaching for use of page,space bet.words,spacing & size of child’s letters within wordsexampleWriting(Constructing Words, Gaining Fluency)-the child solved the word in sequence, quickly &confidently. She needed the teacher’s articulationfor the /r/ sound. The child pronounces fried as“fied” eggs in her own speech.da - the child wrote “da” quickly &day independently. The teachercommented, “Yes, like you would do it in theboxes. And there’s a quiet…” the child quicklyresponded , “E” the teacher replied: “ Yes, but thistime it’s “Y”- the child wrote this word 5 times on thepractice page, quickly & independently.- the child wrote “my” as mY the first 3times & formed the word slowly. After 6repetition, she began to write with moreautomaticitydaymy
  • CUT-UPSTORY, SPACE, CONCEPTS, SEQUENCE,AND PHRASINGWhat to Record:A. How the child is using spaceB. How the teacher is prompting & teaching forshifts- How the story is cut-up by the teacher- How the child is searching for and usingvisual information with meaning & structureto sequence the sentence- Self-monitoring & self –correcting behaviourexampleCUT-UP STORY, SPACE, CONCEPTS,SEQUENCE, AND PHRASINGI like to eat friedeggs every day withmy dad .
  • Comments on Any Part of the LessonWhat to Record:A. Evaluation & reflection on teachingdecisions-effective teaching decisions-ineffective teaching decisions-other aspectsB. What to think about for teaching whenplanning over the next periodexampleComments on Any Part of the Lesson1. Too much talking is ineffective let the childgenerate her own ideas2. It may be helpful to briefly go back to themaking and breaking of known words: Look atthe word. Say it slowly and run your fingerunder it.3. Find a book in the next session that talksabout stars because she has interest on it.
  • Observe carefully the following videos presented andwrite your comments in the daily lesson record sheetregarding the child’s behavior and the teacher’s strategies inhelping the child to read & write.
  • This video shows the activity in FamiliarReading which consist of 3 books. Record whatare the strategic activities used by the child andthe teacher and the child’s behavior towardsreading.
  • The next video shows the LetterWork, Breaking, Word Work & Analysis.Observe carefully the child, how hecomplete the task & the teacher’s prompts.Write your comments in the Daily LessonRecord Sheet.
  • The video demonstrates the writing part. Thechild is composing his own story. Recordhow the teacher motivates the child to writehis message, the difficult and easy wordsencountered by the child and the teacher’ssupport in helping the child to write his storyand others…
  • Cut-Up Story, Space, Concepts, Sequence &Phrasing is shown in this video. Notice howthe teacher cuts the story & how the childarranges it.
  • Reading a New Book.Notice how the teacher introduces the bookand the child’s comments or suggestions
  • Comments :What are yourevaluation and reflectionon the teacher’s teachingdecisions?
  • Thank You!