• Reading

     
     
     
    The more that you read, the more things you will know.
    The more that you learn, the more places you'll go.
                                                          - Dr. Seuss
     
     
    We will begin our time in language arts as a whole group. I read a book to the class and we take time to discuss and analyze the text. Often times, there will be a meaningful opportunity for students to show what they know in connection to a book that we have just read.
     
    When we transition from whole group time to literacy choice time, students will rotate through the Daily 5 tasks listed below: 
    Read to self 
    Work on writing 
    Word work 
    Listen to reading  
    Read to someone
     
    Students will be applying their comprehension reading strategies during whole group, paired, and independent reading time and activities. 

    Several formal reading opportunities let students control their own learning.  On-going progress monitoring allows me the opportunity to differentiate my teaching and individualize student learning. 

    Whole Group Reading:  During whole group reading time, we read a variety of texts and focus on a particular reading skill, such as identifying character and setting, retelling the story, or discussing the main idea, etc.       

    Individual Conferences and Small Group Instruction: I will meet with all of the students individually to listen to their reading and ask comprehension questions.  Based on this conference, the student and I will discuss what went well and set a goal for the next week.   For small group reading, books based on interest and ability levels are utilized.  The students are formally assessed to determine their progress.  Based on the assessment results and teacher observations, the students will be placed into new reading groups if appropriate.  The purpose is to 1) intervene with struggling students by reteaching skills that have been previously taught, 2) continue with the current curriculum by reinforcing skills taught during whole group reading, or 3) enrich a student's learning by providing instruction above grade-level expectations.

     

    Modeled Reading: read a variety of texts focusing on fluency and expression.  In addition, I conduct think-alouds in order to model how to make connections, analyze character traits, and use other comprehension strategies.