In all of the 3 days, the teacher was doing shared reading in the classroom.

In all of the 3 days, the teacher was doing shared reading in the classroom. The first day the focus was on fluency, the second day’s focus was phonics/phonemic awareness, and the third day’s focus was spelling, and these are all part of the sensational six. In the first day, students learned to go over the front and back covers of books before reading, and also how to retell a story. On day 2, the students are learning mainly how to change a letter in a word to form a different word, ultimately learning spelling patters. On the 3rd day, the teacher covered some words in the story with a sticky note, and students were learning how to figure out what the word was using context clues. The teacher gave them a way to figure it out which is with three questions, “does it look right?,” ”does it make sense?,” and “does it sound right?” On day 2, she introduced and connected the lesson to day 1 by,  asking them to get their shared reading voices from the day prior ready again, and she had them reread the chant again, just as they started off the day before. She let them know that they will be looking at the shared reading again, and also asked some important questions about the story that they should know the answer to. On day 3, the teacher introduced and connected the lesson to day 2 by, once again starting off the lesson by having the students reread the same chant they have been doing since day 1. She also reminded them of the word activities she did with them the day before.

          On the first day, the teacher started off by introducing what activity they’ll be doing. Students later started off reading something quick together out loud, where the teacher pointed out that this is the way she wants to hear them reading. The teacher’s next step was showing the students the book and going over the front and back covers with the students so that they could learn small details about the book, including reading the preview in the back of the book together. Next, the teacher read the story with enthusiasm for the students while they read along with her. She made the reading interactive for the kids, since she allowed them to repeat some phrases they read with enthusiasm. Teacher also asks students some small and different questions about the story. After reading, the teacher had the students retell the story using their fingers. She demonstrated what to do, and had the students pair up with another student and retell the story to each other. On the second day, the first step the teacher did was have the students read a little introduction story, just as they did the first day. Then the teacher was explaining that they will use the same book today, but she wants to try and spell different words with them. The next step was starting the reading, in which the teachers and students all read together out loud. Right after reading the first page, students were asked to take their white boards out so they could make different words with a word they already had, but switching out letters. For example, the word was “sleep,” and they changed it to “deep.” They then read more pages, and got back to getting the word “mine” and switching letters to find more words. This occurred a few times. The teacher then asked them a question for them to come up with an answer, and then the students turned to their neighbor to share answers. 

         On the third day, the teacher’s first step was having the students read the chant. She then spoke to them about what they did on the previous day, and what she plans on doing with them this day. Next, the teacher made a poster to help students decode tricky words, and she went over it with them. They all started reading the book together, with students reading it. The teacher was asking them different questions, like why they used the word “tummy.” While they read, they had sticky notes covering different words, where the students had to guess what they thought the word would be based on context clues, which they frequently came across different words.