FAQ about Reading Workshop

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "FAQ about Reading Workshop"

Transcription

1 FAQ about Reading Workshop My child is in Level M. What does that mean as far as a grade level that I can understand? Several different systems exist today for organizing reading levels. The one used in the American Section is called Fountas and Pinnell. It was developed by Irene Fountas and Gay Su Pinnell to support their guided reading method and has been adopted by reading programs in many schools including the Teachers College Reading and Writing Project. In this system, reading text is analyzed and classified or leveled according to various parameters, such as word count, number of different words, number of high-frequency words, sentence length, sentence complexity, word repetitions, and illustration support. There are 26 levels one for every letter of the alphabet. This helps guarantee that children are reading books that are just right for them. Although schools can adjust which reading levels are appropriate for which grades, here is a chart which gives you a rough idea of the Fountas and Pinnell levels per grade. Recommended grade Fountas and Pinnell level K A, B, C 1 C, D, E, F, G, H, I 2 I, J, K, L, M 3 M, N, O, P 4 P, Q, R, S 5 S, T, U, V 6 V, W, X, Y 7 Y,Z 8 and above Z How is the child s level determined? When can my child change levels? To determine your child s level initially, the teacher will do an assessment called a running record. Students read a leveled text chosen by the teacher. They read part orally to determine fluency, and they read the rest silently. After the student has finished reading the text, the teacher asks the student to retell the text. The teacher will also ask questions to see how deeply the student has understood the text. Was he able to infer things that were not stated directly? If the initial text is too difficult or too easy for the student, the teacher will start again with a different text until the appropriate level is determined. Children are then assessed periodically and are moved to the next level when they are ready.

2 I think the books you are having my child read are too easy, can he go up a level or two? Sometimes it may seem like your child s level is too easy because a just right level is one at which the child truly owns the reading. He reads fluently and expressively to himself without difficulty. His comprehension is good, and he is able to infer things that aren t stated directly in the text. At this level the student should be able to read more deeply, question, and interact with the text. This is work that is beyond basic comprehension. In order for the teacher to know that the student is indeed reading and progressing, he meets with the student and confers with him about his book, his reading strategies, and his goals. Also, each student has a reading partner, another student in the class with whom he discusses what he is reading. Finally, his jottings (Post-It notes) and reader response also help the teacher know how the student is interacting with the text and when he is ready to change levels. What are the components of reading workshop? Why do the students spend their time reading in class? Can t they do that at home? 1. The teacher does a mini-lesson, a short presentation of the reading strategy or goal that the students will be focusing on especially during workshop time as they read. Sometimes this lesson is in the form of a read aloud when the teacher can model the strategy for the children. 2. The students login and read with a specific purpose in mind. During this time the teacher confers with selected students or groups of students about their reading. It is during this time that the teacher is able to observe the students reading habits and help them progress. 3. The teacher might interrupt them briefly in the middle of the workshop to remind them of the goal for the day or to comment on some the work she has observed. 4. After reading partners are established, at the end of workshop, students often get together with their reading partners to discuss what they have accomplished in their reading. Why do the children have to login? In the beginning of the year, students reflect on their reading lives and set reading goals for the year. Often these goals include increasing stamina, the length of time one reads in one sitting or speed, how fast one reads. Sometimes it might be trying different genres or becoming better at inferring. Whatever the goals are, the login sheet helps students analyze and see their progress. Reading partners look at each other s sheets from time to time and discuss progress and next steps. Obviously, the login information needs to be fairly accurate if the student is going to really benefit from its contents. Can my child read his own books from home? Sometimes my child comes home with library books that don t seem on the same level as the ones s/he is reading in class. Is that OK? How can my child find leisure reading books on his/her level?

3 Ideally, all the books your child reads should be at or close to his level. Books from home are fine as long as your child can really read them. Students are taught how to identify books that are just right for them. In the library students are freer to browse the shelves, and although the teacher will try to guide their choices, children can check out what they choose with very few exceptions. Hopefully, students will eventually apply the method they have been taught and select books from the library that not only interest them, but also that they can really read. Between the books selected during library time and the books that the students can select from during class time, they should have more than enough reading material. Why shouldn t my child read her just-right books right before bed? Children should be reading while they are alert because they need to do critical thinking and apply their reading strategies while they are reading their just-right books. The type of reading that occurs right before they go to sleep is usually not conducive to the type of work they have to do in their books, especially in the upper primary grades where students have to do reading responses. Should I correct my child if s/he makes a mistake while reading aloud with me? Correction is a delicate matter. Not all children learn through correction, especially if they are being corrected many times. They will forget most of the corrections if there are many consecutive corrections. You may choose to correct your child if the error will impede comprehension of the story and you limit the number of times you correct him. The best way to help is to encourage the child to learn to identify the errors independently. The teachers do this by telling students to ask themselves these questions: Does that look right? Does that sound right? Does that make sense? Ask these questions, and then reread what the child read as you scan through the word or sentence with your finger from beginning to end. Can he correct himself? How many times should my child read the same book? Repeated readings of a book help all students to improve their reading rate, fluency, accuracy, and comprehension. It is very important to reread books in the lower primary grades. Students should be rereading their books 3-5 times in levels A-F Students should be rereading their books 2-3 times in levels G-K Students should be rereading their books in levels J-Z if they need to improve rate, fluency, accuracy, or comprehension. How often will my child be getting a new book? The frequency that students receive new books depends on both their reading level and their teacher s management system for what is called book shopping. Students in the lower primary grades will be getting new books and also more books frequently because the books at levels A-L are shorter.

4 With the phonics books, there are so many books to read, we just can't keep up. Which is more important? Both are important and help your child improve in different ways. Contact the teacher to find out which he or she wishes you to prioritize for your child. My child is not really reading. He has memorized the text. Is this really reading, per se? Children develop important concepts of print that are integral to the emergent stages of reading by memorizing their books. They learn about left to right directionality, letter, word and sentence spacing, and they gain basic sight words by memorizing their books. Although, they are not reading independently yet, they are developing the important building blocks they will need to be able to read independently. I have other books I would prefer to read with my child. Why do I have to read the ones sent home? The books sent home are on your child s independent reading level. This means that for the most part, s/he should be reading these books independently. Research has demonstrated that this will help to improve reading ability. This is your child s homework to reinforce the reading strategies learned in school. Of course, it is also beneficial to read with your child, so if very occasionally, you are short on time and would prefer to read a different book aloud you may; however, most of the time they need to be independently reading their justright books. What is the purpose of being able to recognize a particular word in a text when the child can't read the whole text? The purpose is to teach children that even if they can t read every word yet, the child can still engage with a book and develop a reading life. Looking at books before they can actually read teaches children many emergent reading skills. Identifying a word in isolation also helps them to build up their sight word vocabulary, which students will need to be able to read more text. I don t think my child is really ready to read. Why is there pressure to start reading in Kindergarten? In Kindergarten, we refer to just looking at pictures and words in a text as reading even though the children aren t able to really read the words yet. We also teach the children to retell familiar stories before they can read so that they develop a sense of story structure, which is critical to their future reading comprehension ability. It is important that children start paying attention to print early in order to develop concepts of print for reading. The purpose of shopping for books, looking at pictures and words in them, and retelling the story is to develop the emergent reading skills they need to be able to eventually read independently. The teacher said that ideally my child should read each book three times. When there is not enough time between classes to read each book three times, what should we do? Read at least one book two times if your time is limited. Your child should keep the books s/he didn t get to for the next time the students book shop.

5 How much time should the children be reading at home / grade level each day? Ideally: K & 1 5 to 20 minutes 2 & 3 15 to 30 minutes 4 & 5 30 to 60 minutes Our family schedule doesn t permit my child to read every day for extended times. Is it okay to read more at one time to make up the difference? Your child must make up the difference. However, your child will probably progress through levels at a slower pace if s/he isn t reading every day. Just like an athlete who is better off working out a little every day rather than a lot once or twice a week, your child will make more progress reading a little everyday even if it is just for ten minutes.

What Is Leveled Reading? Learn how teachers are helping kids become better readers by matching them to the right books at the right time.

What Is Leveled Reading? Learn how teachers are helping kids become better readers by matching them to the right books at the right time. What Is Leveled Reading? Learn how teachers are helping kids become better readers by matching them to the right books at the right time. By Deborah Wilburn-Scholastic & Jennifer Smith The Importance of

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range

More information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

& Sample Lesson. Before Reading. Sight Word Review (1 minute)

& Sample Lesson. Before Reading. Sight Word Review (1 minute) Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in

More information

Comprehension Intervention Strategy Click or Clunk?

Comprehension Intervention Strategy Click or Clunk? Comprehension Intervention Strategy Click or Clunk? For: Any student in Grades 2 and up who is below benchmark/target on the AIMSweb Oral Reading Fluency CBM or MAZE and/or who exhibits comprehension issues

More information

Mendham Township School District Reading Curriculum Kindergarten

Mendham Township School District Reading Curriculum Kindergarten Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading

More information

(MIRP) Monitoring Independent Reading Practice

(MIRP) Monitoring Independent Reading Practice (MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050

More information

The First 20 Days of Reading: Intermediate Description of Lessons

The First 20 Days of Reading: Intermediate Description of Lessons Day 1 The First 20 Days of Reading: Intermediate Description of Lessons Read Aloud & Independent Reading Read Aloud: Reading is Thinking! Teacher will model how they think as they read. Teacher will think

More information

Guided Reading Observations Level A Observations

Guided Reading Observations Level A Observations Level A Understands familiar concepts in stories and illustrations Differentiates print from pictures Holds book and turns pages from left to right Begins to match word-byword pointing with 1 finger under

More information

Balanced Literacy in Seattle Public Schools

Balanced Literacy in Seattle Public Schools Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient

More information

Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading

Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading Reading Goals by Skills 1 st Grade Content Standard 8: Foundations of Reading General Goal Name: Utilizing Concepts about Print SLE# Required Expectations R.8.1.1 Distinguish between letters, words and

More information

Independent Reading: The First Twenty Days of Teaching

Independent Reading: The First Twenty Days of Teaching Independent Reading: The First Twenty Days of Teaching M=Management Minilesson S=Strategies and Skills Minilesson L=Literary Analysis Minilesson Day 1 (M) We have specific ways to Students learn how Management

More information

GLEN OAKS Kindergarten. Where even the littlest cubs can. LIVE, LEARN and LEAD!

GLEN OAKS Kindergarten. Where even the littlest cubs can. LIVE, LEARN and LEAD! GLEN OAKS Kindergarten Where even the littlest cubs can LIVE, LEARN and LEAD! Whole Group Instruction Small Group Instruction Guided Practice Independent practice: Math Rotations Kindergarten Math Goals

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

Weekly Lesson Plan for Shared Reading Kindergarten

Weekly Lesson Plan for Shared Reading Kindergarten Weekly Lesson Plan for Shared Reading Kindergarten Level: Emergent Week of: Note: This sample plan contains considerably more detail than you would include in your own day book plan. This level of detail

More information

Growing Strong Nonfiction Readers and Writers What Matters Most in and out of Class Presenter: Mary Ehrenworth

Growing Strong Nonfiction Readers and Writers What Matters Most in and out of Class Presenter: Mary Ehrenworth Parents as reading and writing partners: A day to help parents understand the literacy work their children are doing in school, and what to do at home to help their children grow and achieve at the highest

More information

Guided Reading Lesson Plan Levels 1-2 Day 1. During Reading (4 5 minutes) Pause. Praise an attempt.

Guided Reading Lesson Plan Levels 1-2 Day 1. During Reading (4 5 minutes) Pause. Praise an attempt. Text Level Determine Lesson Focus: One-to-one matching (V) Directionality (KOP) Return sweep (KOP) Maintain language pattern (S) Recognize sight words (V) Use picture cues (M) Set purpose for reading:

More information

Using Leveled Text to Teach and Support Reading Strategies

Using Leveled Text to Teach and Support Reading Strategies Using Leveled Text to Teach and Support Reading Strategies The text structures of leveled text support the teaching of strategies along a developmental continuum. As the levels increase, the demands on

More information

Welcome to the Reading Workshop. Learning, Loving and Laughing Together

Welcome to the Reading Workshop. Learning, Loving and Laughing Together Welcome to the Reading Workshop Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren)

More information

Components of a Reading Workshop Mini-Lesson

Components of a Reading Workshop Mini-Lesson Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &

More information

Mini-Lessons for FLUENCY

Mini-Lessons for FLUENCY Mini-Lessons for FLUENCY Rate 1. Fast finger: Guided Reading levels A-D) Prompt the child to Read it with a fast finger. Demonstrate this by having the students read it with their finger while you read

More information

EARLY YEARS LITERACY G.W.P.S. School Literacy Leader- Kerryn Callas

EARLY YEARS LITERACY G.W.P.S. School Literacy Leader- Kerryn Callas EARLY YEARS LITERACY G.W.P.S School Literacy Leader- Kerryn Callas callas.kerryn.p@edumail.vic.gov.au Where do we start? Actually as your children's first teachers, you have already started! Visual Cues

More information

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)

More information

Parent Resource Center Literacy Presentation September 19 th and 20 th Frequently Asked Questions (FAQ)

Parent Resource Center Literacy Presentation September 19 th and 20 th Frequently Asked Questions (FAQ) Parent Resource Center Literacy Presentation September 19 th and 20 th Frequently Asked Questions (FAQ) 1. How can you evaluate a grade level child and get individual and additional support? All students

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

RUNNING RECORDS ASSESSMENT

RUNNING RECORDS ASSESSMENT RUNNING RECORDS ASSESSMENT When a text is too hard, students begin to struggle and use less appropriate learning strategies. They learn much more from reading a text that is instructional or easy. Running

More information

Text Level Indicators

Text Level Indicators Text Level Indicators According to research, there are different behaviors that a student will exhibit at each A-Z text level. The following describes the behaviors that a child may demonstrate at each

More information

What do Book Band levels mean?

What do Book Band levels mean? What do Book Band levels mean? Reading books are graded by difficulty by reading levels known as Book Bands. Each Book Band has its own colour. The chart below gives an indication of the range of Book

More information

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children

An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies

More information

What do Book Band levels mean?

What do Book Band levels mean? What do Book Band levels mean? Reading books are graded by difficulty by reading levels known as Book Bands. Each Book Band has its own colour. The chart below gives an indication of the range of Book

More information

BALANCED LITERACY. Purpose: To develop phonemic awareness and spelling proficiency. 1. Learning to apply the sounds in the English Language.

BALANCED LITERACY. Purpose: To develop phonemic awareness and spelling proficiency. 1. Learning to apply the sounds in the English Language. BALANCED LITERACY A parent s guide to help your child become successful in reading and writing Created for you by the teachers of Cairo Elementary I. Word Study Block Purpose: To develop phonemic awareness

More information

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Rubrics Retellings for Assessment Text Leveling In theory,

More information

Word Identification: A Teacher s Story

Word Identification: A Teacher s Story Early Literacy and Assessment for Learning (K 3) Series Word Identification: A Teacher s Story Pacific Resources for Education and Learning Building Capacity Through Education Written by the staff of the

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

School District of Springfield Township

School District of Springfield Township K-5 Reading Instruction and Assessment District Philosophy and Approach The Language Arts curriculum of the School District of Springfield Township is aligned with the Pennsylvania Language Arts Standards

More information

Psychology of Learning to Read

Psychology of Learning to Read Psychology of Learning to Read Learning Goals Explain the six skills necessary for learning how to read. Explain instructional strategies for each of the six skills. 1 Background Teachers play a very important

More information

Literacy Institute August 2013 Jessica Plemons

Literacy Institute August 2013 Jessica Plemons Literacy Institute August 2013 Jessica Plemons Introductions Jessica Plemons plemonsj@wawm.k12.wi.us http://mrsplemonskindergarten.blogspot.com Today s Objectives Participants will understand the research

More information

Choral Reading Type: Strategy Literacy Skill: Reading Domain:

Choral Reading Type: Strategy Literacy Skill: Reading Domain: Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes

More information

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions

The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word

More information

Speech and Language Development during Elementary School

Speech and Language Development during Elementary School Speech and Language Development during Elementary School By the end of kindergarten your child should be able to do the following: Follow 1-2 simple directions in a sequence Listen to and understand age-appropriate

More information

Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension

Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Teaching Unit Paraphrasing Grade Level: Grade three and four students

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

Why Are Polar Bears in Danger?

Why Are Polar Bears in Danger? Lesson Plan Why Are Polar Bears in Danger Level: E5 Word Count: 112 Curriculum Connection Environmental Issues Content Vocabulary Visual Literacy Element Critical Thinking back, breaks, chunks, danger,

More information

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base

Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base Fountas and Pinnell Benchmark Assessment System (1 and 2): The Research Base The Fountas and Pinnell Benchmark Assessment System consists of a series of carefully designed benchmark books that measure

More information

Independent Reading Assessment Tools. User s Guide

Independent Reading Assessment Tools. User s Guide Independent Reading Assessment Tools User s Guide Table of Contents INTRODUCTION...3 ANECDOTAL RECORDS...4 Sample Record (Daily Reading Observation Record Sheet)...5 READING CONFERENCES...6 Sample Strategies...6

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

Reading Comprehension: 1. "Click or Clunk?": A Student Comprehension Self-Check: Step 1: Tell students that they will be

Reading Comprehension: 1. Click or Clunk?: A Student Comprehension Self-Check: Step 1: Tell students that they will be Research Based Interventions/Strategies The following interventions/strategies are broken into Reading Comprehension, Reading Fluency, Math Computation, and Math Reasoning. These are examples, not a list

More information

Present Level statements must: Goals and Objectives Progress Reporting. How Progress will be determined: Goals must be: 12/3/2013

Present Level statements must: Goals and Objectives Progress Reporting. How Progress will be determined: Goals must be: 12/3/2013 Present Level statements must: Goals and Objectives Progress Reporting Establish a baseline (snapshot) of measurable information that serves as the starting point for developing goals and objectives. Include

More information

Conferring with Students

Conferring with Students Information Technology Solutions Conferring with Students Common Core State Standards Strand ELA and Literacy I N T E RNE T S E CU R I TY Sit amet, consec tetuer adipiscing elit, sed diam Grade Level K-12

More information

Child-speak Reading Level 1 APP AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding text, to read for meaning

Child-speak Reading Level 1 APP AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding text, to read for meaning Child-speak Reading Level 1 APP In some usually I can break down and blend consonant vowel consonant words e.g. cat (1c) I can recognise some familiar words in the I read. (1c) When aloud, I know the sentences

More information

Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada

Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner

More information

Shared Reading. An Instructional Strategy for Teachers Grades K 3

Shared Reading. An Instructional Strategy for Teachers Grades K 3 Shared Reading An Instructional Strategy for Teachers Grades K 3 The ideas expressed in this work are generalizations and adaptations based on the shared book method developed by Don Holdaway using big

More information

Teachers College Reading and Writing Project Reading Curricular Calendar, Second Grade, 2013-2014 Unit One - Taking Charge of Reading

Teachers College Reading and Writing Project Reading Curricular Calendar, Second Grade, 2013-2014 Unit One - Taking Charge of Reading 1 Unit One Taking Charge of Reading September/October - 4 weeks (Level 3 Reading Benchmark: I/J/K) Welcome to the Unit In many ways second grade is both a continuation and a brand new start. By the time

More information

There are many reasons why reading can be hard. This handout describes

There are many reasons why reading can be hard. This handout describes Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic

More information

Determining Importance

Determining Importance Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.

More information

Transcript for the presentation, Principles for Fostering Literacy Development. Make Literacy an Integral Part of Your Course

Transcript for the presentation, Principles for Fostering Literacy Development. Make Literacy an Integral Part of Your Course Transcript for the presentation, Principles for Fostering Literacy Development What can Social Studies teachers do to foster Social Studies literacy? Principle

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.

Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together. Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:

More information

Cambridge English: Advanced Speaking Sample test with examiner s comments

Cambridge English: Advanced Speaking Sample test with examiner s comments Speaking Sample test with examiner s comments This document will help you familiarise yourself with the Speaking test for Cambridge English: Advanced, also known as Certificate in Advanced English (CAE).

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

Using Direct Instruction Programs as Intervention Programs in Grades K 3

Using Direct Instruction Programs as Intervention Programs in Grades K 3 Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention

More information

What the National Curriculum requires in reading at Y1

What the National Curriculum requires in reading at Y1 What the National Curriculum requires in reading at Y1 Word reading apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups

More information

Elementary Literacy Plan

Elementary Literacy Plan Elementary Literacy Plan A Vision for Literacy Learning to read and write is one of life s most important achievements. A student s success in literacy development enhances learning in all subject areas,

More information

Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins.

Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. The Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. Grades: 4-6 Subjects: English, English As A Second Language Overview of Lesson Plan: Help students develop

More information

Brown County Schools. 5 th /6 th grade. Reading Curriculum

Brown County Schools. 5 th /6 th grade. Reading Curriculum Brown County Schools 5 th /6 th grade Reading Curriculum August Launching Reading Workshop Establishing Routines, Reading Logs, Essential Skills Children should learn that reading is pleasure, not just

More information

Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy

Nami s Gifts. Lesson Plan. About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220. About the Lesson Targeted Reading Strategy Lesson Plan About the Book Text Type: Fiction/Realistic Page Count: 16 Word Count: 220 Book Summary Nami has a problem: She must make the perfect gift for each person in her family. It is her family tradition.

More information

Genre Mini Unit. Writing Informational Nonfiction By Joyce Dunning

Genre Mini Unit. Writing Informational Nonfiction By Joyce Dunning Genre Mini Unit Writing Informational Nonfiction By Joyce Dunning Grade Level: 2 nd Grade State Core Standards: Standard 2, Objective 1: Demonstrate an understanding that print carries the message. Standard

More information

APPENDIX B CHECKLISTS

APPENDIX B CHECKLISTS APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3

More information

Monitoring for Meaning

Monitoring for Meaning Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice

More information

BEFORE-DURING-AFTER (BDA)

BEFORE-DURING-AFTER (BDA) Curriculum & Instruction Resources Content Reading & Writing Resources: A teacher resource page providing strategies to improve reading comprehension in all content areas BEFORE-DURING-AFTER (BDA) Reading

More information

What Does Research Tell Us About Teaching Reading to English Language Learners?

What Does Research Tell Us About Teaching Reading to English Language Learners? Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely

More information

[Type text] Corresponding printouts (homework sheets, books, etc.) Each level is explained in the attached pages.

[Type text]  Corresponding printouts (homework sheets, books, etc.) Each level is explained in the attached pages. www.starfall.com Corresponding printouts (homework sheets, books, etc.) Each level is explained in the attached pages. Seasonal literacy based activities. ABC s Let s get ready to read. -Introduction to

More information

Opportunity Document for STEP Literacy Assessment

Opportunity Document for STEP Literacy Assessment Opportunity Document for STEP Literacy Assessment Introduction Children, particularly in urban settings, begin school with a variety of strengths and challenges that impact their learning. Some arrive

More information

Lesson 3: Strategies to Build Reading Fluency

Lesson 3: Strategies to Build Reading Fluency Kids As Reading Helpers: A Peer Tutor Training Manual Copyright 2002 by Jim Wright www.interventioncentral.org L3-1 Lesson 3: Strategies to Build Reading Fluency Select one of the two reading-fluency strategies

More information

GUIDELINES FOR THE IEP TEAM DATA COLLECTION &

GUIDELINES FOR THE IEP TEAM DATA COLLECTION & GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward

More information

Jack and the Beanstalk

Jack and the Beanstalk Teacher Edition Jack and the Beanstalk Retold by Jack Hastings Illustrated by Steve Axelsen alphakids Published edition Eleanor Curtain Publishing 2004 Text Elizabeth Golding Photographs Eleanor Curtain

More information

Mystery Clue Game for second grade Social Studies. Susan Wilson. 1. Important Background Information:

Mystery Clue Game for second grade Social Studies. Susan Wilson. 1. Important Background Information: III. Mystery Clue Game for second grade Social Studies Susan Wilson 1. Important Background Information: Activity Title: Mystery Clue Game for Barter and Money Economies Bibliography: Mitgutsch, A. (1985).

More information

Grading Benchmarks SECOND GRADE

Grading Benchmarks SECOND GRADE READING 1) Reads at grade level. 1st Student has achieved reading success at Level G or below. Student has achieved reading success at Level H or I. Student has achieved reading success at Level J, K,

More information

Scholastic Leveled Bookroom, 3rd Edition

Scholastic Leveled Bookroom, 3rd Edition Scholastic Leveled Bookroom 3rd Edition Aligns to Title I, Section 1003(g) SCHOOL IMPROVEMENT GRANTS School Improvement Grants () are intended to help Title I schools, identified for improvement, corrective

More information

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1 DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

Niles West High School STUDY SKILLS MANUAL

Niles West High School STUDY SKILLS MANUAL Niles West High School STUDY SKILLS MANUAL Table of Contents Table of Contents Organizational Skills Study Habits Study Materials Doing Your Best Using the IRC Studying English Studying ESL Studying Foreign

More information

Content Strategies by Domain

Content Strategies by Domain Content Strategies by Domain In order to be proficient in a language, students need to develop proficiency in four domains: listening, speaking, reading and writing. Intentional practice each day in content

More information

Fountas-Pinnell Level M Informational Text

Fountas-Pinnell Level M Informational Text LESSON 30 TEACHER S GUIDE by Samantha Rabe Fountas-Pinnell Level M Informational Text Selection Summary Printing a newspaper in the 1700s involved hard work. Type was hand set. The letters were inked and

More information

Saxon Homeschool Math Scope and Sequence

Saxon Homeschool Math Scope and Sequence hmhco.com Saxon Homeschool Math Scope and Sequence Saxon Philosophy The unique structure of Saxon Math promotes student success through the proven educational practices of incremental development and continual

More information

BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE

BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE BUILDING YOUR CHILD S LISTENING, TALKING, READING AND WRITING SKILLS KINDERGARTEN TO SECOND GRADE PURPOSE This resource was developed to provide information about children s typical development of skills

More information

GOODYERS END PRIMARY SCHOOL HANDWRITING POLICY

GOODYERS END PRIMARY SCHOOL HANDWRITING POLICY GOODYERS END PRIMARY SCHOOL HANDWRITING POLICY This document is to enable the Governing Body of the school to fulfil its statutory responsibilities under Section 175 and that the school complies with legal

More information

Characteristics of the Text Genre Humorous fi ction Text Structure Third person narrative

Characteristics of the Text Genre Humorous fi ction Text Structure Third person narrative LESSON 15 TEACHER S GUIDE by Sienna Jagadorn Fountas-Pinnell Level J Humorous Fiction Selection Summary An unexpected visitor shows up in the classroom one day in the form of a dog named Jet. The teacher,

More information

Parent Roadmap to Common Core Standards. English Language Arts

Parent Roadmap to Common Core Standards. English Language Arts Parent Roadmap to Common Core Standards America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply does not prepare them for the

More information

Teacher Copy: Assessment for Independent Reading Levels Levels L-Z (Fiction/Narrative)

Teacher Copy: Assessment for Independent Reading Levels Levels L-Z (Fiction/Narrative) Reader s Name Grade Excerpt from Zeely by Virginia Hamilton, pp. 2-3 Set 1, 285 words Date Independent : Yes No Accuracy Rate: Oral Reading Rate Book Introduction: Say this to the reader before he or she

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee

Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee Bebop Books Page 1 Guided Reading with I HAD A HIPPOPOTAMUS written and illustrated by Hector Viveros Lee Fiction/Fantasy Guided Reading : D DRA: 4 Reading Recovery : 6 24 pages, 119 words Focus: using

More information

School policy on the teaching of phonics, reading and writing

School policy on the teaching of phonics, reading and writing School policy on the teaching of phonics, reading and writing Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They progress onto Read Write Inc.

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

Leveled Reader Characteristics

Leveled Reader Characteristics Leveled Reader Characteristics Level A Books: Emergent Readers Large print Text consistently placed Repetition of phrases and patterns 1 2 word changes High frequency words are introduced Text is predictable

More information

My Review Use My Review pages to assess your students' understanding of the vocabulary and key concepts in this chapter.

My Review Use My Review pages to assess your students' understanding of the vocabulary and key concepts in this chapter. Review Fluency Practice Attend to Precision These pages encourage students to demonstrate fluency for addition facts. You can use these as a timed or untimed exercises. Pages 267-268 Have students practice

More information

Reading: Text level guide

Reading: Text level guide Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good

More information

Reading is the process in which the reader constructs meaning by interacting with the text.

Reading is the process in which the reader constructs meaning by interacting with the text. Part 1 Reading is the process in which the reader constructs meaning by interacting with the text. This interactive process involves the reader s prior knowledge, the text, and the reading situation. Literal

More information