The Coding Strategy – Helping Students Monitor for Meaning (Updated)
Posted on December 8, 2015Share This Content
teaching nonfiction
Teach “example” as a type of detail info text authors use
Posted on January 9, 2015Take a moment to read the following text excerpt. Where does the author include examples of a concept? Why is that helpful to readers? Look closely and you will see. Magnets can be found on a can opener. The magnet attracts, or pulls, a lid off of a soup can. A push or a pull …Read more
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Taking shared reading text to small group instruction
Posted on December 15, 2014A few weeks ago, I visited several second and third grade classrooms to give a shared reading lesson and then take a small group into a guided reading lesson with the same text. Loved this!!! It makes complete sense that if I build knowledge around magnets or echolocation during a 20-30 minutes shared reading lesson …Read more
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Brief, focused opportunities to build background knowledge
Posted on December 8, 2014Recently I was asked to teach a lesson to second grade students with an informational text on magnets. As I read through the text, I began thinking about how many of the students I’d be working with may not have had many language and hands-on experiences with magnets or magnetism or the concept of force, …Read more
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“Can’t live without doing” during my close reading lessons
Posted on September 16, 2014Last week I had the honor of visiting multiple schools and giving demonstration lessons in 2nd and 3rd grade classrooms. For each lesson, there were 10-15 teachers observing. Afterwards we debriefed about methodology and evidence of student learning. Some amazing insight was gained – as well as a sense of affirmation for what they are …Read more
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Displaying Nonfiction in Your Classroom Library
Posted on August 11, 2013Here’s a model for displaying nonfiction in your classroom library. Notice how the books are facing forward in baskets – easy to flip through and find a title of interest. Also, if you zoom in, you’ll see the books are categorized and coded – “Transportation NF#5.” The codes are marked on the back of the …Read more
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Have you ever conferred with a student who had difficulty recalling what they’d read? Or who seemed to recall the “easy to understand” parts of a text but not the harder parts? These students may need instruction on monitoring for meaning. I use the Coding Strategy (Hoyt, 2008) to reinforce self-monitoring. After each sentence or …Read more