Classroom Management

Throughout the preparation for and reading of the Big Book selection, Ms. Echeverri has integrated certain techniques and devices that help her and her students transition smoothly from one activity to the next.

Classroom Setup

For Big Book reading, Ms. Echeverri has her students sit on the floor in front of her and the book. This arrangement ensures that all her students can see and follow along as she reads the book. It also creates a relaxed atmosphere. Students know that they can ask questions and interact comfortably.

Rules of Conduct

Although Ms. Echeverri does not specifically mention rules of conduct in the Teaching Examples, it is clear that her students know what behavior is considered appropriate for a reading session and discussion. Her students:

• Focus attention on the book and their teacher.
• Raise their hands when they want to respond to a question.
• Wait to be called on before answering.
• Listen carefully to the comments of their classmates.

Routines

Students thrive on routine. Therefore, establishing a set of predictable procedures for instruction is the primary way to engage students. For example, the predictable routine for introducing and reading a Big Book selection allows students to focus their attention on what is most important—getting meaning from what is being read.

During the prereading, reading, and discussion of the selection, Ms. Echeverri uses the procedures suggested in Open Court Reading and SRA Imagine It!. Because the activities involved with reading the selection are carried out the same way each time, her students waste little time trying to figure out how they should respond. Their attention can be given to their new learning. The procedures include the following:

• Before reading a selection, the teacher uses prompts to activate students' prior knowledge and build background. Students also browse a selection and focus attention on key vocabulary words that they need to know to understand what is read. Students are engaged in thinking about the selection before it is read.
• During reading, the teacher models comprehension strategies and skills for students. Students know they should ask questions and make predictions during reading.
• After reading, she has them discuss what new things they have learned and make connections to earlier readings.