All About Reading
Reading is one of the most important skills that will be taught in first grade. I want to encourage independent reading by teaching a variety of reading strategies. I hope to instill a love for books and reading enjoyment.
Daily 5
The Daily 5 is a structured language arts program that helps students develop the daily habits of reading, writing, and working with peers that will lead to a lifetime of independent literacy. The 5 elements that students participate in every day are: Read to Self, Read with Someone (buddy reading), Listen to Reading, Word Work and Work on Writing.
*Chunky Monkey: Look for smaller chunks you know inside the word.
*Stretchy Snake: Stretch out the sounds in the word, and blend them together.
*Eagle Eyes: Check the picture!
*Skippy Kangaroo: Skip over the word and read the rest of the sentence, then try it again.
*Flippy the Dolphin: "Flip" the vowel sound. If you tried the short vowel sound, try the word with the long vowel sound. Which one makes sense?
*Lips the Fish: Get your mouth ready. Make the beginning sound of the word.
LEXIA
Lexia Reading is the breakthrough in reading education that provides a research-proven method for students to acquire the essential reading skills needed to succeed in school and in life.
http://www.lexialearning.com/index.html
Just Right Books
We are all different and read at different levels. It is crucial that children practice reading books that are appropriate for their individual reading level. During guided reading and one on one reading time I will use leveled reading practice books to aid students. Children will also have Browsing baggies that are for reading in class, these books will be selected by myself that I feel challenge each individual student. Children will explore the classroom library as well as the school's library, where there are many different levels. I encourage students to choose a JUST RIGHT BOOK for them. By using this method, students will be able to select a book that will encourage them and also push them to practice using a variety of reading strategies to help them read.
1. Choose a book that you are interested in.
2. Open the book up to any page and get your pointer ready to read.
3. Read the page, using reading strategies.
4. Every time you come to an unknown word, put one finger up.
5. If you have 5 fingers up for one page or between two pages, this book is too hard for you to read now.
6. Choose another interesting book and use the 5 Finger check again, until you find a book JUST RIGHT FOR YOU!
** Remember just because you are not ready for some books now doesn't mean that you won't get to read it. Keep practicing reading books that are just right and soon you will be reading everything.
Reading Common Core
Literature
Standards in this strand:
Information Text
Standards in this strand:
Standards in this strand:Print Concepts
Accelerated Reader
(AR) officially starts in second grade, however in first grade we do introduce this program to familiarize students with this routine and to monitor if students are reading for meaning.Reading skills are important and practiced in guided reading,however comprehension is crucial to reading success and in developing a love for reading.
This routine is introduced to the students in small groups. The students will review word attack skills and read an AR book in their reading level. At the end I will ask comprehension questions to see if the students can recall events, sequence, characters, and other story elements. Students will also find answers in the text and refer to page numbers.
I will assist the small group in taking an AR test. They will learn how to log on to this computer based program and enter the book title and take a test. The tests questions range in number depending on the book difficulty. The students will answer questions about the book on the computer. In first grade, I do allow students to use the book read to find answers to help them recall the story. I think this is an important skill and takes the stress off of test taking. I will print out the results of the test. I DO NOT TAKE POINTS ON ANY AR TESTS. These results are just an indicator on their reading comprehension. These printouts are sent home for you to see and have.
After the students become accustom to he AR routine of reading and taking the computer test I will allow students to take AR books home to read and take tests on at school in place of their reading baggie books. I will notify you when this is begins.
To find out if a book is an AR book you can type in the title of the book at AR book find:
http://www.arbookfind.com/UserType.aspx
Why Can't I Skip My Twenty Minutes of Reading Tonight?
(shared on mailring by Emmy Ellis; source unknown)
Let's figure it out -- mathematically! Student A reads 20 minutes five nights of every week; Student B reads only 4 minutes a night...or not at all! Step 1: Multiply minutes a night x 5 times each week. Student A reads 20 min. x 5 times a week = 100 mins./week Student B reads 4 minutes x 5 times a week = 20 minutes Step 2: Multiply minutes a week x 4 weeks each month. Student A reads 400 minutes a month. Student B reads 80 minutes a month. Step 3: Multiply minutes a month x 9 months/school year Student A reads 3600 min. in a school year. Student B reads 720 min. in a school year. Student A practices reading the equivalent of ten whole school days a year. Student B gets the equivalent of only two school days of reading practice. By the end of 6th grade if Student A and Student B maintain these same reading habits, Student A will have read the equivalent of 60 whole school days Student B will have read the equivalent of only 12 school days. One would expect the gap of information retained will have widened considerably and so, undoubtedly, will school performance. How do you think Student B will feel about him/herself as a student? Some questions to ponder: Which student would you expect to read better? Which student would you expect to know more? Which student would you expect to write better? Which student would you expect to have a better vocabulary? Which student would you expect to be more successful in school....and in life?
Here are some websites to check out! Reading Aloud to Children http://www.literacyconnections.com/ReadingAloud.html Reading with Children at home http://www.carolhurst.com/profsubjects/reading/parentreading.html Improving your Child's Thinking Skills http://school.familyeducation.com/gifted-education/cognitive-psychology/38660.html?egt07121
Reading Strategies
Compiled by Mrs. McGowen
STRATEGIES TO BECOME A BETTER READER
Here are important reading strategies students can use before, during and after reading:
Before Reading:
Predict what the book is about from the title. Set a purpose for reading. Ex. "I am going to read this book because I want to learn more about animals." Take a "picture walk" through the book. What is happening in the pictures?
During Reading: Visualize:
* Make a movie in your head just like you do when listening to a story. Ask yourself questions: * Think about the story, asking yourself who, what, when, where, why, how. Understand new words: * Are you reading a word that makes sense? Make connections: * What other story is like this one? (Text to Text Connection) * Have you felt the same away as a character in the story? Did something similar happen to you? (Text to Self Connection) * Does it help you think about something in real life not directly connected to you? (Text to World Connection) Make predictions: * Ask: "What happens next?"
After Reading:
What did you think of the story? (your reaction) * How did it make you feel? Summarize: * What was most important in the story? One way to do this is to think: ~ Someone ~ Did something ~ But (there was a problem) ~ Then (the problem gets solved) ~ Finally (what happened at the end?)
The ABCs Of Reading To And With Your Child
(From The MAILBOX Bookbag
Ask questions while reading together. "What do you think will happen next?"
Buy books as gifts for birthdays, Christmas, Hanukkah, or other holidays.
C hat about what is happening in the book and how it relates to everyday life.
D rop everything and read. Set aside 20 minutes a day during which the whole family reads.
E xamine book illustrations in detail. Select books that have large, bright pictures.
Find books that interest your child. Make suggestions, but don't turn reading into work.
G ive hints when your child gets stuck on a word.
H ave fun. Smile and enjoy the story. Read with a slow, relaxed voice and be expressive.
I nvite your child to the bookstore. Take time to lounge in the chairs and browse the books.
J oin in your child's reading successes. Celebrate every small step with sincere praise.
K ids love to receive mail. Send your child a magazine subscription in an area that interests him or her.
L earn to read with, and not just to, your child daily. Read aloud, share ideas, and answer questions.
M odel reading. Share with your child, whether you're reading for information or for entertainment.
N ever force your child to read. If you're both too tired or discouraged to read, take a break.
O ffer your child a variety of reading materials, such as books, magazines, cereal boxes, comics, and newspapers.
P redict story elements, draw conclusions, and retell the story with your child.
Q uiz your child at the end of a story. Informally, of course!
R eread books to familiarize your child with words and to build self-confidence.
S ing songs, recite poetry, and do fingerplays to help develop language and listening skills.
T ry to help your child understand that it's okay to make mistakes.
U nderstand that reading is developmental and that it takes time and practice to become fluent.
V isit your local library on a regular basis. Sign your child up for his or her own library card.
W elcome wordless picture books into your collections. They generate conversation and allow the nonreader to create his or her own stories.
"X hibit" patience when your child is selecting books. Your support is empowering.
Y ou are the most important person in helping your child develop a lifelong love of reading.
Z ealous readers are the result of supportive and nurturing role models.
Reading is one of the most important skills that will be taught in first grade. I want to encourage independent reading by teaching a variety of reading strategies. I hope to instill a love for books and reading enjoyment.
Daily 5
The Daily 5 is a structured language arts program that helps students develop the daily habits of reading, writing, and working with peers that will lead to a lifetime of independent literacy. The 5 elements that students participate in every day are: Read to Self, Read with Someone (buddy reading), Listen to Reading, Word Work and Work on Writing.
*Chunky Monkey: Look for smaller chunks you know inside the word.
*Stretchy Snake: Stretch out the sounds in the word, and blend them together.
*Eagle Eyes: Check the picture!
*Skippy Kangaroo: Skip over the word and read the rest of the sentence, then try it again.
*Flippy the Dolphin: "Flip" the vowel sound. If you tried the short vowel sound, try the word with the long vowel sound. Which one makes sense?
*Lips the Fish: Get your mouth ready. Make the beginning sound of the word.
LEXIA
Lexia Reading is the breakthrough in reading education that provides a research-proven method for students to acquire the essential reading skills needed to succeed in school and in life.
http://www.lexialearning.com/index.html
Just Right Books
We are all different and read at different levels. It is crucial that children practice reading books that are appropriate for their individual reading level. During guided reading and one on one reading time I will use leveled reading practice books to aid students. Children will also have Browsing baggies that are for reading in class, these books will be selected by myself that I feel challenge each individual student. Children will explore the classroom library as well as the school's library, where there are many different levels. I encourage students to choose a JUST RIGHT BOOK for them. By using this method, students will be able to select a book that will encourage them and also push them to practice using a variety of reading strategies to help them read.
1. Choose a book that you are interested in.
2. Open the book up to any page and get your pointer ready to read.
3. Read the page, using reading strategies.
4. Every time you come to an unknown word, put one finger up.
5. If you have 5 fingers up for one page or between two pages, this book is too hard for you to read now.
6. Choose another interesting book and use the 5 Finger check again, until you find a book JUST RIGHT FOR YOU!
** Remember just because you are not ready for some books now doesn't mean that you won't get to read it. Keep practicing reading books that are just right and soon you will be reading everything.
Reading Common Core
Literature
Standards in this strand:
- CCSS.ELA-Literacy.RL.1.1
- CCSS.ELA-Literacy.RL.1.2
- CCSS.ELA-Literacy.RL.1.3
- CCSS.ELA-Literacy.RL.1.4
- CCSS.ELA-Literacy.RL.1.5
- CCSS.ELA-Literacy.RL.1.6
- CCSS.ELA-Literacy.RL.1.7
- CCSS.ELA-Literacy.RL.1.9
- CCSS.ELA-Literacy.RL.1.10
- CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.
- CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
- CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
- CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
- CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
- CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
- (RL.1.8 not applicable to literature)
- CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
- CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Information Text
Standards in this strand:
- CCSS.ELA-Literacy.RI.1.1
- CCSS.ELA-Literacy.RI.1.2
- CCSS.ELA-Literacy.RI.1.3
- CCSS.ELA-Literacy.RI.1.4
- CCSS.ELA-Literacy.RI.1.5
- CCSS.ELA-Literacy.RI.1.6
- CCSS.ELA-Literacy.RI.1.7
- CCSS.ELA-Literacy.RI.1.8
- CCSS.ELA-Literacy.RI.1.9
- CCSS.ELA-Literacy.RI.1.10
- CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
- CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
- CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
- CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
- CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
- CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
- CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.
- CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text.
- CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
- CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
- ©2012 Common Core State Standards Initiative
- Contact Us
- Terms of Use
- Public License
Standards in this strand:Print Concepts
- CCSS.ELA-Literacy.RF.1.1Demonstrate understanding of the organization and basic features of print.
- CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
- CCSS.ELA-Literacy.RF.1.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.
- CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
- CCSS.ELA-Literacy.RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words.
- CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
- CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.
- CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
- CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
- CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings.
- CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
- CCSS.ELA-Literacy.RF.1.4Read with sufficient accuracy and fluency to support comprehension.
- CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.
- CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- ©2012 Common Core State Standards Initiative
- Contact Us
- Terms of Use
- Public License
Accelerated Reader
(AR) officially starts in second grade, however in first grade we do introduce this program to familiarize students with this routine and to monitor if students are reading for meaning.Reading skills are important and practiced in guided reading,however comprehension is crucial to reading success and in developing a love for reading.
This routine is introduced to the students in small groups. The students will review word attack skills and read an AR book in their reading level. At the end I will ask comprehension questions to see if the students can recall events, sequence, characters, and other story elements. Students will also find answers in the text and refer to page numbers.
I will assist the small group in taking an AR test. They will learn how to log on to this computer based program and enter the book title and take a test. The tests questions range in number depending on the book difficulty. The students will answer questions about the book on the computer. In first grade, I do allow students to use the book read to find answers to help them recall the story. I think this is an important skill and takes the stress off of test taking. I will print out the results of the test. I DO NOT TAKE POINTS ON ANY AR TESTS. These results are just an indicator on their reading comprehension. These printouts are sent home for you to see and have.
After the students become accustom to he AR routine of reading and taking the computer test I will allow students to take AR books home to read and take tests on at school in place of their reading baggie books. I will notify you when this is begins.
To find out if a book is an AR book you can type in the title of the book at AR book find:
http://www.arbookfind.com/UserType.aspx
Why Can't I Skip My Twenty Minutes of Reading Tonight?
(shared on mailring by Emmy Ellis; source unknown)
Let's figure it out -- mathematically! Student A reads 20 minutes five nights of every week; Student B reads only 4 minutes a night...or not at all! Step 1: Multiply minutes a night x 5 times each week. Student A reads 20 min. x 5 times a week = 100 mins./week Student B reads 4 minutes x 5 times a week = 20 minutes Step 2: Multiply minutes a week x 4 weeks each month. Student A reads 400 minutes a month. Student B reads 80 minutes a month. Step 3: Multiply minutes a month x 9 months/school year Student A reads 3600 min. in a school year. Student B reads 720 min. in a school year. Student A practices reading the equivalent of ten whole school days a year. Student B gets the equivalent of only two school days of reading practice. By the end of 6th grade if Student A and Student B maintain these same reading habits, Student A will have read the equivalent of 60 whole school days Student B will have read the equivalent of only 12 school days. One would expect the gap of information retained will have widened considerably and so, undoubtedly, will school performance. How do you think Student B will feel about him/herself as a student? Some questions to ponder: Which student would you expect to read better? Which student would you expect to know more? Which student would you expect to write better? Which student would you expect to have a better vocabulary? Which student would you expect to be more successful in school....and in life?
Here are some websites to check out! Reading Aloud to Children http://www.literacyconnections.com/ReadingAloud.html Reading with Children at home http://www.carolhurst.com/profsubjects/reading/parentreading.html Improving your Child's Thinking Skills http://school.familyeducation.com/gifted-education/cognitive-psychology/38660.html?egt07121
Reading Strategies
Compiled by Mrs. McGowen
STRATEGIES TO BECOME A BETTER READER
Here are important reading strategies students can use before, during and after reading:
Before Reading:
Predict what the book is about from the title. Set a purpose for reading. Ex. "I am going to read this book because I want to learn more about animals." Take a "picture walk" through the book. What is happening in the pictures?
During Reading: Visualize:
* Make a movie in your head just like you do when listening to a story. Ask yourself questions: * Think about the story, asking yourself who, what, when, where, why, how. Understand new words: * Are you reading a word that makes sense? Make connections: * What other story is like this one? (Text to Text Connection) * Have you felt the same away as a character in the story? Did something similar happen to you? (Text to Self Connection) * Does it help you think about something in real life not directly connected to you? (Text to World Connection) Make predictions: * Ask: "What happens next?"
After Reading:
What did you think of the story? (your reaction) * How did it make you feel? Summarize: * What was most important in the story? One way to do this is to think: ~ Someone ~ Did something ~ But (there was a problem) ~ Then (the problem gets solved) ~ Finally (what happened at the end?)
The ABCs Of Reading To And With Your Child
(From The MAILBOX Bookbag
Ask questions while reading together. "What do you think will happen next?"
Buy books as gifts for birthdays, Christmas, Hanukkah, or other holidays.
C hat about what is happening in the book and how it relates to everyday life.
D rop everything and read. Set aside 20 minutes a day during which the whole family reads.
E xamine book illustrations in detail. Select books that have large, bright pictures.
Find books that interest your child. Make suggestions, but don't turn reading into work.
G ive hints when your child gets stuck on a word.
H ave fun. Smile and enjoy the story. Read with a slow, relaxed voice and be expressive.
I nvite your child to the bookstore. Take time to lounge in the chairs and browse the books.
J oin in your child's reading successes. Celebrate every small step with sincere praise.
K ids love to receive mail. Send your child a magazine subscription in an area that interests him or her.
L earn to read with, and not just to, your child daily. Read aloud, share ideas, and answer questions.
M odel reading. Share with your child, whether you're reading for information or for entertainment.
N ever force your child to read. If you're both too tired or discouraged to read, take a break.
O ffer your child a variety of reading materials, such as books, magazines, cereal boxes, comics, and newspapers.
P redict story elements, draw conclusions, and retell the story with your child.
Q uiz your child at the end of a story. Informally, of course!
R eread books to familiarize your child with words and to build self-confidence.
S ing songs, recite poetry, and do fingerplays to help develop language and listening skills.
T ry to help your child understand that it's okay to make mistakes.
U nderstand that reading is developmental and that it takes time and practice to become fluent.
V isit your local library on a regular basis. Sign your child up for his or her own library card.
W elcome wordless picture books into your collections. They generate conversation and allow the nonreader to create his or her own stories.
"X hibit" patience when your child is selecting books. Your support is empowering.
Y ou are the most important person in helping your child develop a lifelong love of reading.
Z ealous readers are the result of supportive and nurturing role models.