To further support Eleanor's reading I would begin with a read aloud to the whole class. I would use ‘Terrific’ by Jon Agee. By modeling the different emotions of the characters in a short story and teaching a mini-lesson on my thought process. students will better understand how to engage with dialogue. This would begin my readers workshop before the class engaged in their own reading.

While independent reading was taking place, I would implement a small group that would focus on text features. We could read a short story by Robin Pulver’s titled, ‘Punctuation Takes a Vacation’. This is a silly story that illustrates how meaning changes with punctuation.

In another mini lesson, I could also model for the whole class how to track our thinking with post it notes. Using almost any mentor text I could write predictions, questions and connections to show ways of tracking thinking.

During their independent reading or writing, I could have a small group collaborate on a list of strategies used when they come to an unfamiliar word in their reading. I would keep this as an anchor chart that could be referenced throughout the year.

How literacy needs would be further supported

This type of instruction is considered responsive teaching. Based on what we see in student's work, the evidence of their understanding, we design subsequent instruction that is tailored to what they need. (Harvey & Goudvis, pg. 39