Post Written by: Jennifer Kaufman and Michael Ray, Bilingual and English Learner Specialists at Leadership, Curriculum and Instruction in Oakland Unified School District
Source: Monica Purdy (Kinder) at Think College Now in OUSD
Problem of Practice: Often the texts that pre-readers and early readers have in their book boxes are too simple to provide meaningful practice and interaction with the objective of the mini lesson.
Essential Question: How can pre-readers and early readers engage with meaningful text to practice strategies in mini-lessons when their just right books are too simple?
Instructional Strategy: Use rich picture books above students' level in kinder to make conversations richer and more aligned to more complex content of mini-lesson.
Rationale: Using familiar picture books and popular read alouds during independent reading time gives students more points of entry with engaging with rich text to help the mini lesson come to life. These texts also foster meaningful partner talk and motivation.
Tensions and Areas for Further Inquiry: The tension is ensuring that students have time to spend reading books that are on their level as well.
Tensions and Areas for Further Inquiry: The tension is ensuring that students have time to spend reading books that are on their level as well.
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