The teacher reads a text out loud with the class or a small group: students see the text projected on a SmartBoard or other screen, or every student has a copy of the text. The teacher leads a reading of the text, with students following along, either silently or in a choral read. This allows the teacher to support students in navigating a text – either through prompting observations about conventions or tricky words (fluency and decoding) and/or prompting for making sense, synthesizing, and interpreting across the text (comprehension).
The teacher chooses a text that presents noteworthy features for the class or small group to practice navigating together. For example, the teacher might choose a text that presents an internal text structure worth noticing and using to support comprehension, such as problem/solution or compare/contrast. Or a text that presents several domain-specific vocabulary words with their definitions embedded in the text.
Students follow along and/or chorally read along, participating in prompted discussion either by reading from a sufficiently enlarged projection of the text or reading from individual copies. In the case of projecting the text, some students may benefit from holding the text themselves (i.e. students with low vision).
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