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

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

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

Transcription

1 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 and spelling proficiency Includes the following activities: 1. Learning to apply the sounds in the English Language. 2. The Word Wall high frequency vocabulary is introduced using a variety of activities and is prominently displayed in the classroom. a. Spelling activities and word games related to the words on the wall and their word families b. Making Words activities designed to develop an understanding of word patterns. c. Use of chants, rhymes, songs and sound play to support literacy concepts. 3. We utilize the Fountas and Pinnell Word Study Program (K-3). For more information please visit: Buddy Study System (Spelling component) This takes place over a 5 day period in which the students participate in activities that become routines, while working with words at their instructional level.

2 Day 1: Choose, Write, Build, Mix, Fix 1. The teacher provides a clear, focused lesson on a strategy, pattern, or principle to the whole class based on what is noticed about what students needs are. They share a variety of words and generalize examples, while adding to the list. 2. The children choose 3-4 words from the generated list and write them on their spelling card. Then, each child chooses 3-4 more words from their words to learn list or high frequency list and adds them to the card. The teacher guides choices, verifies correct spelling, and confirms good choices. 3. Children then make the words on their card with magnetic letters, mixing the letters and making the words 2-3 times. Day 2: Look, Say, Cover, Write, Check Having students write words many times does not aid in helping them learn how to look and study words. They need instruction that helps them know what parts of the word to notice. The key is for them to make hypotheses about why words are spelled the way they are. 1. First students take a piece of paper with 3-4 columns and write their list of words in the first column. Beginning with one word, they say it and notice the parts to remember, looking closely at the letters to notice the visual details. 2. Then they cover the word with the fold-down flap so the previous column is not seen and think about how the word looks. Saying the word softly, they write it from memory in the next column. 3. Then they uncover and check it with the word in the previous column. The process is repeated until they have used all of their words. 4. If the word is misspelled, they add the word to the first column again and repeat the process. The process places responsibility on students to focus on their own learning and check on themselves as they make progress toward more conventional spelling. Day 3: Buddy Check 1. Buddies are paired up based on instructional level. Buddies work together dictating their words to each other, and checking each other s Buddy Check sheets. 2. They place a check to the right of correct words and an X to the right of the incorrect ones. 3. Words that are misspelled in the last column on the sheet are made with magnetic letters. Day 4: Making Connections Making connections provides an opportunity for an open-ended task that engages students in thinking about how words are related. 1. The children write their words at the top, highlight parts to remember, and then make lists of words they can link to each word by focusing on how words sound, look, and/or mean.

3 Day 5: Buddy Test 1. Buddies test each other on the week s list. The buddy dictates each word and uses it in a sentence as the other child writes the word in their word study notebook. 2. The children then place their notebooks in a basket and the teacher corrects the test. 3. Words that students continue to misspell are made again with magnetic letters and remain on the Words to Learn sheet for future choice. 4. The children then check off or highlight the words they ve learned on the Words to Learn or high frequency words list. The expectation is that they will spell these words correctly in their writing. 5. II. Shared/Guided Reading Block Shared Reading Purpose: To provide an opportunity for children to participate with the teacher in reading big books, charts, appropriate text etc. Shared Reading includes the following types of activities: 1. Choral reading and chiming in. 2. Large group instruction about reading strategies and print (eg. how to effectively read books). 3. Make connections to text and sharing with peers. Guided Reading Purpose: To work with the teacher in a small group setting in order to develop a full range of reading strategies that will allow the student to become an independent reader. Guided Reading includes the following types of activities: 1. Direct reading instruction in a small group based on individual reading level 2. Reading material that has been specifically selected for the children in the group 3. Within this block the students will also be engaged in a variety of additional reading and/or writing activities designed to strengthen their literacy skills. III. Self-Selected Reading Block To develop independent readers who are excited by reading and see it as a valued, worthwhile experience Includes the following types of activities: 1. Teacher reads to students daily

4 2. A wide variety of materials at various levels will be available for the children to read 3. Opportunities to re-read favorite stories 4. Book talks given by children to the class, a group or a friend 5. Teacher conferencing with individual students about the books they have read to ensure understanding 6. Running record assessment IV. Writing Block To help students view writing as a real and purposeful means of communication Includes the following types of activities: 1. Teacher modeling of writing 2. Time for daily writing 3. A writing center 4. Shared writing experiences 5. Language experience charts 6. Teacher and/or peer conferencing V. Balanced Literacy: The Home-School Connection Some Helpful Suggestions: 1. Read to your child as often as you can!! 2. Encourage your child to join in and read. Point to the words as you read. 3. Draw attention to print in the environment (labels, signs, etc.). 4. Read and write birthday cards, messages, grocery lists and letters together. 5. Encourage your child to find words that begin with the same letters as his/her name. 6. Ask questions before, during and after reading (ex: What do you think will happen

5 next? ). Occasionally ask some why questions about the story. 7. When reading aloud, if your child makes a mistake, allow time for self-correction. If the mistake makes sense, ignore it.. 8. Ask your child what word would make sense when she/he becomes stuck on a word. Encourage your child to try to use the pictures, to re-read, or to stretch the sounds. More fluent readers can read-on, to get the overall meaning. Above all, be positive and have fun!

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 29 TEACHER S GUIDE by Lucy Fukushima Fountas-Pinnell Level A Informational Text Selection Summary Children show their favorite transportation toys: a truck, car, plane, train, and rocket that zooms!

More information

* In this guide, the word "parent" is meant to include guardians, caregivers, and other family members who can help young children learn to read.

* In this guide, the word parent is meant to include guardians, caregivers, and other family members who can help young children learn to read. A Parents Guide to Teaching Early Reading Skills You don't need to do everything suggested in this guide! Instead, read through the suggestions and choose the ones that you think will be most helpful for

More information

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School)

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) June 21, 2011, 9:13AM Unit 01 Launching The Writing Workshop (Week 1, 4 Weeks) Unit Rationale

More information

The First 2 Weeks: Day One of Reading Workshop

The First 2 Weeks: Day One of Reading Workshop The First 2 Weeks: Day One of Reading Workshop Gather together in the meeting area. This might be on a large rug or in a corner of the room. Sit in a large circle. If possible, even the teacher sits on

More information

Week. Literacy. Teacher s Guide Grade K Unit 1. Ask Questions/Identify Main Idea and Supporting Details. Benchmark. Unit 1/Week 1 at a Glance

Week. Literacy. Teacher s Guide Grade K Unit 1. Ask Questions/Identify Main Idea and Supporting Details. Benchmark. Unit 1/Week 1 at a Glance 1 Teacher s Guide Grade K Unit 1 Week Benchmark Literacy TM Ask Questions/Identify Main Idea and Supporting Details Unit 1/Week 1 at a Glance Day ONE TWO Mini-Lessons Introduce the Comprehension Strategy:

More information

Characteristics of the Text Genre Realistic Fiction Text Structure

Characteristics of the Text Genre Realistic Fiction Text Structure LESSON 25 TEACHER S GUIDE by Rachel Gideon Fountas-Pinnell Level A Realistic Fiction Selection Summary Children pick apples on a class trip and then cook them for a classroom treat. Number of Words: 35

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

Start here to learn more about literacy development. This information is also available on pages 6-11 of the Action Plan for Literacy.

Start here to learn more about literacy development. This information is also available on pages 6-11 of the Action Plan for Literacy. Continuum of Literacy Development excerpt taken from Alabama s Action Plan for Literacy: Birth Through Grade 12 Start here to learn more about literacy development. This information is also available on

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

Characteristics of the Text Genre Fiction Text Structure First-person narrative Content

Characteristics of the Text Genre Fiction Text Structure First-person narrative Content LESSON 26 TEACHER S GUIDE by Corey Mason Fountas-Pinnell Level B Fiction Selection Summary Moose likes to do a lot of things. He can play the piano, read a book, bake a cake, and paint a picture. He can

More information

Characteristics of the Text Genre Fiction Text Structure

Characteristics of the Text Genre Fiction Text Structure LESSON 7 TEACHER S GUIDE by Ben Devanthery Fountas-Pinnell Level A Fiction Selection Summary While on a visit to the zoo, a family enjoys seeing lions, monkeys, bears, and birds. They leave saying that

More information

What Is Reading Fluency?

What Is Reading Fluency? Intervention Sheet Reading Fluency Inclusion PD Now! How do I figure a student s fluency rate or words read per minute ()? Have the student read any grade-level text that he or she can read independently

More information

A Step-by-Step Plan for Starting Interactive Writing in Grade One WEEK ONE

A Step-by-Step Plan for Starting Interactive Writing in Grade One WEEK ONE A Step-by-Step Plan for Starting Interactive Writing in Grade One Prior to the first week, gather materials and select two or three books to read aloud to children. Read a predictable pattern book such

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

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

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

P R I M A R Y G R A D E S : C O M M O N C O R E E M I L Y B O N N E M O R T A N D M E L I S S A M C G A R Y

P R I M A R Y G R A D E S : C O M M O N C O R E E M I L Y B O N N E M O R T A N D M E L I S S A M C G A R Y P R I M A R Y G R A D E S : C O M M O N C O R E E M I L Y B O N N E M O R T A N D M E L I S S A M C G A R Y Student Samples W R I T I N G - S P E A K I N G A N D L I S T E N I N G - L A N G U A G E Standards

More information

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 7 TEACHER S GUIDE by Madeline Ford Fountas-Pinnell Level B Informational Text Selection Summary On each page, the reader is directed to look at a different dog. Photos and text show that each dog

More information

Characteristics of the Text Genre Fiction Text Structure

Characteristics of the Text Genre Fiction Text Structure LESSON 10 TEACHER S GUIDE by Polly Peterson Fountas-Pinnell Level C Fiction Selection Summary A fussy cat goes to a hat store looking for the perfect hat. After rejecting a number of hats, the cat chooses

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

EMPOWERING TEACHERS. Day 1 Read and record the details from The Earth on a large chart. LA , LA

EMPOWERING TEACHERS. Day 1 Read and record the details from The Earth on a large chart. LA , LA LA.3.1.7.5, LA.3.1.7.7 Comprehension Instructional Routine: Compare and Contrast the Topics in Two Texts Preparation/Materials: two large texts for the teacher of The Earth and Mercury, two large pieces

More information

Be the Sentence Literacy Skills / Concept of Word

Be the Sentence Literacy Skills / Concept of Word Be the Sentence 1. Large index cards 1. Create a short sentence, such as Today is Monday. 2. Write each word from the sentence on a large index card. K.5, 1.5 3. Give index cards to children and provide

More information

Strategies for Fostering Emergent Literacy Skills

Strategies for Fostering Emergent Literacy Skills Emergent Literacy through Storytime and Play Strategies for Fostering Emergent Literacy Skills 3955 East Fort Lowell Road, Suite 114, Tucson, AZ 85712 Phone: (520) 721-2334 Fax: (520) 881-0669 www.makewayforbooks.org

More information

A Balanced Literacy Approach to Reading and Writing

A Balanced Literacy Approach to Reading and Writing A Balanced Literacy Approach to Reading and Writing The teacher makes thoughtful choices each day about the BEST way to teach what students need to become skillful readers and writers based on data. Includes

More information

Are you still reading your nursery rhymes and fairy tales? Can you name rhyming words and clap the syllables that are in the words? I bet you can!!

Are you still reading your nursery rhymes and fairy tales? Can you name rhyming words and clap the syllables that are in the words? I bet you can!! Dear Kindergartner, Are you still reading your nursery rhymes and fairy tales? Can you name rhyming words and clap the syllables that are in the words? I bet you can!! You have learned and practiced many

More information

TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes

TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes TKT: YL (Young Learners) Part 3: Using practice activities Trainer s notes Description This session covers the area of knowledge using practice activities to consolidate children s language learning. Participants

More information

Characteristics of the Text Genre Nonfi ction Text Structure

Characteristics of the Text Genre Nonfi ction Text Structure LESSON 28 TEACHER S GUIDE by Tom Crawford Fountas-Pinnell Level F Nonfiction Selection Summary Kites come in different colors, shapes, and sizes. They need wind to fly. Number of Words: 192 Characteristics

More information

Teaching writing. Guide for Years 1 3. December 2009

Teaching writing. Guide for Years 1 3. December 2009 150624 Contents Building a supportive writing community 1 The teaching focus... 2 Planning modelled writing lessons 3 Before writing... 3 Step 1: Identifying the writing task in context and... 3 Step 2:

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

Mersey Drive Community Primary Reading and Phonics Guidance for Parents.

Mersey Drive Community Primary Reading and Phonics Guidance for Parents. The Staff and Governors of the school recognise each pupil s entitlement to a rich and comprehensive programme of reading which will endeavour to ensure that each pupil develops an enjoyment of reading

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

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 8 TEACHER S GUIDE by Simon Gaspard Fountas-Pinnell Level A Informational Text Selection Summary We can see a seal, a turtle, a shark, a crab, and penguins at the aquarium. Number of Words: 24 Characteristics

More information

Characteristics of the Text Genre Informational Text Text Structure First-person plural, present-tense statements Content

Characteristics of the Text Genre Informational Text Text Structure First-person plural, present-tense statements Content LESSON 15 TEACHER S GUIDE by Lucy Fukushima Fountas-Pinnell Level A Informational Text Selection Summary A boy and his grandfather look up to see a butterfly, a bird, a balloon, a kite, and an airplane.

More information

Characteristics of the Text Genre Realistic Fiction Text Structure

Characteristics of the Text Genre Realistic Fiction Text Structure LESSON 8 TEACHER S GUIDE by Linda Parker Fountas-Pinnell Level B Realistic Fiction Selection Summary A boy and a girl take turns playing dress-up. They put on costumes and pretend to be a clown, a rabbit,

More information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students

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

Characteristics of the Text Genre Nonfi ction Text Structure First-person narrator: I and we Content

Characteristics of the Text Genre Nonfi ction Text Structure First-person narrator: I and we Content LESSON 30 TEACHER S GUIDE by Beverly Dani Fountas-Pinnell Level C Nonfiction Selection Summary Children tell about visiting the fire station. At the fire station, they can see the firefighters boots, coats,

More information

Shelby County Schools Pre-Kindergarten Routines

Shelby County Schools Pre-Kindergarten Routines Shelby County Schools Pre-Kindergarten Routines THE FOLLOWING IS AN OUTLINE OF DAILY ROUTINES THAT MUST BE OBSERVED IN ALL SHELBY COUNTY PRE- KINDERGARTEN CLASSROOMS.! Calendar Math A calendar should be

More information

Grade One How Did Students Have Fun Long Ago?

Grade One How Did Students Have Fun Long Ago? FOCUS STANDARDS Los Angeles Unified School District Grade One How Did Students Have Fun Long Ago? 1.4 Students compare and contrast everyday life in different times and places around the world and recognize

More information

The Building Blocks of Reading and Writing

The Building Blocks of Reading and Writing The Building Blocks of Reading and Writing The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding

More information

Review, Project and Story Units 1-2

Review, Project and Story Units 1-2 Review, Project and Story Units 1-2 Objectives Reviewing the language points from Units 1 and 2 Cultivating the ability to conduct a survey and present findings Vocabulary Units 1 and 2 Materials needed

More information

AR State PIRC/ Center for Effective Parenting

AR State PIRC/ Center for Effective Parenting Helping Young Children Learn to Read What Parents Can Do Reading is one of the basic building blocks for your child s learning and school success. It is a skill on which most other learning is built. Children

More information

Language/Literacy Pack #6 1, 2, 3! Repeat After Me! Using Rhyme, Repetition, with Others

Language/Literacy Pack #6 1, 2, 3! Repeat After Me! Using Rhyme, Repetition, with Others Language/Literacy Pack #6 1, 2, 3! Repeat After Me! Using Rhyme, Repetition, with Others Here is a resource of ideas to support you in the implementation of: 1.) Read Aloud 2.) Shared Reading 3.) Interactive

More information

By Lida Grillo ESE District Program Specialist Volusia County

By Lida Grillo ESE District Program Specialist Volusia County By Lida Grillo ESE District Program Specialist Volusia County lpgrillo@volusia.k12.fl.us Our Goal: Our goal is to help our students comprehend text by increasing active engagement before, during, and after

More information

4th Grade MELD Lessons Aligned to CCSS Narrative Writing

4th Grade MELD Lessons Aligned to CCSS Narrative Writing 4th Grade MELD Lessons Aligned to CCSS Narrative Writing Overview Throughout the course of this writing unit you will see strategies used as part of a Culturally Relevant balanced literacy program. You

More information

Turn and Talk Procedures and Routines

Turn and Talk Procedures and Routines Turn and Talk Procedures and Routines PLAN Language is a childʼs most powerful learning tool. Language is a child s most powerful learning tool. Within all of the instructional contexts that are part of

More information

Daily Writing Time for first grade

Daily Writing Time for first grade Welcome Back, Superkids Daily Writing Time Unit 1, Review Lesson 1 Reproducible Page 2011 by Rowland Reading Foundation Name: Directions: Have children write a title in the box at the top and list items

More information

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE ONE ENGLISH LANGUAGE ARTS

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE ONE ENGLISH LANGUAGE ARTS TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE ONE ENGLISH LANGUAGE ARTS 1 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

Extra! Extra! Write all about it! Plainview ISD

Extra! Extra! Write all about it! Plainview ISD Extra! Extra! Write all about it! Plainview ISD To write well, Students must read well It is about more than test scores- it is about our children s future! Our school improvement model is the implementation

More information

Click and Clunk. Reading Module Click and Clunk. Lesson Objective. Vocabulary. Reviewed Vocabulary Instructional Materials

Click and Clunk. Reading Module Click and Clunk. Lesson Objective. Vocabulary. Reviewed Vocabulary Instructional Materials Lesson Objective Vocabulary Reviewed Vocabulary Instructional Materials (Comprehension) Students will use strategies to monitor their reading comprehension. click and clunk: A during-reading strategy in

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

Day One. Review Prefixes re-, un- Introduce Prefixes dis-, mis-, pre- Model. Guide. Apply. Providing Support. Blending Practice

Day One. Review Prefixes re-, un- Introduce Prefixes dis-, mis-, pre- Model. Guide. Apply. Providing Support. Blending Practice Anchor Chart (BLM 1) Word Cards (BLM 4) Classroom Activity (BLM 7) Spelling Dictation (BLM 10) Directions: Write a sentence using each word in the word bank. You may use both the word with the prefix and

More information

parent ROADMAP English Language Arts

parent ROADMAP English Language Arts TM parent ROADMAP English Language Arts supporting your child IN KINDERGARTEN K America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

Day 1 Day 2 Day 3 Day 4. Reading and discussing informational text. Use a preview strategy to identify text features.

Day 1 Day 2 Day 3 Day 4. Reading and discussing informational text. Use a preview strategy to identify text features. 1 st Grade Learning Sequence Overview Learning Sequence Concept: Liquids have properties by which they can be described. CCSS Content Literacy in Science: SL1.1a SL 1.5 SL1.6; W1.2, W1.5, W1.8,RI1.1, RI1.2,

More information

Characteristics of the Text Genre Fable Text Structure

Characteristics of the Text Genre Fable Text Structure LESSON 6 TEACHER S GUIDE by Richard Pankowski Fountas-Pinnell Level D Fable Selection Summary Turtle and Hare race. Hare is fast, and Turtle is slow. During the race, Hare stops to eat and sleep. Turtle

More information

Kindergarten - Unit 2 Tell A Story, 1-2-3

Kindergarten - Unit 2 Tell A Story, 1-2-3 Week 3 Focus Standards RL.K.1 RI.K.1 W.K.2 RF.K.2a SL.K.1 RL.K.5 RI.K.7 W.K.3 RF.K.2c SL.K.1a RL.K.7 RI.K.10 W.K.5 RF.K.2d SL.K.1b RL.K.10 Reading Mentor Text Writing Mentor Text Ten Red Apples by Pat

More information

Non-Fiction Genre Mini-Unit by KayDee Shaffer

Non-Fiction Genre Mini-Unit by KayDee Shaffer Non-Fiction Genre Mini-Unit by KayDee Shaffer Grade Level: First Grade Resources: - Whiteboard easel and dry-erase markers - Chart paper - Paper, pencils, crayons, and stapler for student use in producing

More information

Storybook: The Gingerbread Man

Storybook: The Gingerbread Man Storybook: The Gingerbread Man Lesson Plans The following lesson plans have been developed for the project teachers to try out some strategies and activities to enhance young children s interest and skills

More information

Grade 3: Module 3A: Unit 3: Lesson 2 Writing a First-Draft Peter Pan Summary

Grade 3: Module 3A: Unit 3: Lesson 2 Writing a First-Draft Peter Pan Summary Grade 3: Module 3A: Unit 3: Lesson 2 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

This realistic story is

This realistic story is This realistic story is about students who decide to grow strawberries in a class garden. On each page, dialogue and repetitive sentence structures support prediction and comprehension. Detailed illustrations

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

Welcome Parents. All images were purchased from Scrappin Doodles and may not be redistributed.

Welcome Parents. All images were purchased from Scrappin Doodles and may not be redistributed. Welcome Parents All images were purchased from Scrappin Doodles and may not be redistributed. Accelerated Reader What is Accelerated Reader? Accelerated reader is simple. Students read a book, take a quiz,

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

Parent Education Activities

Parent Education Activities PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,

More information

Characteristics of the Text Genre Narrative nonfi ction: Biography Text Structure

Characteristics of the Text Genre Narrative nonfi ction: Biography Text Structure LESSON 30 TEACHER S GUIDE by Barbara Miller Fountas-Pinnell Level F Narrative Nonfiction Selection Summary Young readers learn about s award-winning golf career. Michelle learned the game from her father

More information

BALANCED LITERACY REFERENCE GUIDE

BALANCED LITERACY REFERENCE GUIDE BALANCED LITERACY REFERENCE GUIDE METROPOLITAN NASHVILLE PUBLIC SCHOOLS ELEMENTARY SCHOOL READING REVISED 2012 TABLE OF CONTENTS TOPIC PAGE Balanced Literacy An Overview...3 Balanced Literacy Framework...4

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

What ARE the Other Kids Doing? K-2 Meaningful Literacy Centers

What ARE the Other Kids Doing? K-2 Meaningful Literacy Centers What ARE the Other Kids Doing? K-2 Meaningful Literacy Centers Kathy Bumgardner Literacy Specialist / Consultant National Consulting Author Macmillan McGraw Hill kbumreading@yahoo.com Kathy Keane ELA Curriculum

More information

Creating a Literacy-Rich Classroom Environment

Creating a Literacy-Rich Classroom Environment Module 2- A: Reading to Learn Guided Reading Modeled Lessons Segment 1: Essential Components of a Literacy Rich Classroom Viewing Time: 6 minutes Module 2 - Activity 1 Principals and teachers are charged

More information

Spelling Policy. Reviewed and Adopted: July 2013 Review by: SLT and LTS committee

Spelling Policy. Reviewed and Adopted: July 2013 Review by: SLT and LTS committee Spelling Policy Reviewed and Adopted: July 2013 Review by: SLT and LTS committee Next date of review: July 2016 1 SPELLING at Hazelwood Introduction: At Hazelwood we recognise that: We need to help pupils

More information

Days of the Week Grade Kindergarten

Days of the Week Grade Kindergarten History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety

More information

WHAT A CHILD NEEDS TO KNOW

WHAT A CHILD NEEDS TO KNOW WHAT A CHILD NEEDS TO KNOW Which of the following are the top 3 predictors of success or failure in learning to read as a 1 st grader? Health IQ Knowledge of letter names Oral language ability Socio-economics

More information

Zip Zoom English With professional development from Scholastic RED Aligns to Criteria for Title III English Language Acquisition

Zip Zoom English With professional development from Scholastic RED Aligns to Criteria for Title III English Language Acquisition Zip Zoom English With professional development from Scholastic RED Aligns to Criteria for Title III English Language Acquisition The purpose of Title III English Language Acquisition (ELA) is to ensure

More information

Informational Writing. First Grade

Informational Writing. First Grade Informational Writing First Grade Concept 1: Writers select things they know all about so they can teach others. Lesson 1: Think of topics in which they are experts and contribute their ideas to develop

More information

Training Manual: Using African Storybook Stories

Training Manual: Using African Storybook Stories Training Manual: Using African Storybook Stories This is a joint project of Jika imfundo / ELITS and the African Storybook Initiative Jika imfundo / ELITS Training Manual: Using African Storybook Stories

More information

Characteristics of the Text Genre Fable Text Structure

Characteristics of the Text Genre Fable Text Structure LESSON 6 TEACHER S GUIDE by Richard Pankowski Fountas-Pinnell Level D Fable Selection Summary race. Hare is fast, and Turtle is slow. During the race, Hare stops to eat and sleep. Turtle wants to stop,

More information

Narrative Writing. Nancy Fetzer s Literacy Connections

Narrative Writing. Nancy Fetzer s Literacy Connections Narrative Writing Nancy Fetzer s Literacy Connections 40500 Valle Vista Murrieta, CA 92562 Phone (951) 698-9556 FAX (951) 698-7616 www.nancyfetzer.com Daily Writing Activities Teacher Write (5-minutes):

More information

Tools to Use in Assessment

Tools to Use in Assessment Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too

More information

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: Kindergarten Timeframe: 6 Weeks Unit 2 Title: Grade Level: Kindergarten Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to produce the primary letter sounds of consonants and some vowels;

More information

Station 1. Buzzwords (Online)

Station 1. Buzzwords (Online) Page 1 of 6 Literacy Stations Teaching Activities Title: Class: Duration: The Rainbow Fish Senior Infants 10/15 minutes per activity Overview of activities: A total of 5 station teaching activities and

More information

a division of Teacher Created Materials

a division of Teacher Created Materials Sample Pages from a division of Teacher Created Materials Thanks for checking us out. Please call us at 877-777-3450 with questions or feedback, or to order this product. You can also order this product

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

Welcome to the teaching of Phonics and Reading for Nursery, Reception, Form 8, 7 and 6

Welcome to the teaching of Phonics and Reading for Nursery, Reception, Form 8, 7 and 6 Welcome to the teaching of Phonics and Reading for Nursery, Reception, Form 8, 7 and 6 In nursery children are introduced to Phase 1 of the letters and sounds programme. Phase One supports the development

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

Characteristics of the Text Genre Informational Text Text Structure

Characteristics of the Text Genre Informational Text Text Structure LESSON 29 TEACHER S GUIDE by Chuck Woods Fountas-Pinnell Level C Informational Text Selection Summary A young girl has many people to help her at home and in her community. She is a helper, too. Number

More information

Relationship of Addition and Subtraction

Relationship of Addition and Subtraction Relationship of Addition and Subtraction Student Probe Michael had 8 baseball cards. At his birthday party he received 5 more baseball cards. How many baseball cards does Michael have now? Ask the student

More information

How To Become Your Child s Reading Coach Practical Tips for Parents and Families. Parent Education Network

How To Become Your Child s Reading Coach Practical Tips for Parents and Families. Parent Education Network How To Become Your Child s Reading Coach Practical Tips for Parents and Families Parent Education Network Parent Education Network (PEN) Parent Education Network is a Parent Training and Information Center

More information

Transportation: Week 2 of 2

Transportation: Week 2 of 2 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)

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

Pearson Interactive Science 2012

Pearson Interactive Science 2012 A Correlation of Pearson To the Grades K-5 Introduction This document demonstrates the close alignment between Pearson,, and the, Grades K-5. Correlation page references are Student Edition, Teacher s

More information

6 Week Lesson Plan for Grades 4 6. Creative Writing Workshop Poetry Abecedarian Form. Written by Julianna M. Cruz, Teacher, Victoria Elementary, RUSD

6 Week Lesson Plan for Grades 4 6. Creative Writing Workshop Poetry Abecedarian Form. Written by Julianna M. Cruz, Teacher, Victoria Elementary, RUSD 6 Week Lesson Plan for Grades 4 6 Creative Writing Workshop Poetry Abecedarian Form Written by Julianna M. Cruz, Teacher, Victoria Elementary, RUSD In conjunction with the Inlandia Institute Dear Teachers,

More information

Scholastic BIG DAY for PreK Alignment and Examples

Scholastic BIG DAY for PreK Alignment and Examples Scholastic BIG DAY for PreK Alignment and Examples CIRCLE Center for Improving the Readiness of Children for Learning and Education WWW.SCHOLASTIC.COM/BIGDAY This document is designed to show how Scholastic

More information

Zip Zoom English With professional development from Scholastic Red

Zip Zoom English With professional development from Scholastic Red Zip Zoom English With professional development from Scholastic Red Aligns to Zip Zoom English is a research-based multimedia program designed for English-language learners (ELLs) in kindergarten through

More information

Mary Wore Her Red Dress: A Lesson in Counting Attributes

Mary Wore Her Red Dress: A Lesson in Counting Attributes Math Solutions Lesson from the Classroom Mary Wore Her Red Dress: A Lesson in Counting Attributes A Lesson for Grades PreK 2 Dana Islas Featured in Math Solutions Online Newsletter, Issue 40 Overview of

More information

Things to watch out for: Students might not be too interested in acting out the text. Encourage students to think optimistically.

Things to watch out for: Students might not be too interested in acting out the text. Encourage students to think optimistically. Name: Acting It Out Type: Strategy Literacy Skill: Reading Domain: Emergent Literacy Grade Level Uses: K-12 Special Population: N/A Cognitive Process: Comprehension PAR Use: Assistance Researched, Field

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

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Shared and Guided Reading with ICE CREAM MONEY written by Anastasia Suen illustrated by Farah Aria

Shared and Guided Reading with ICE CREAM MONEY written by Anastasia Suen illustrated by Farah Aria Bebop Books Page 1 Shared and Guided Reading with ICE CREAM MONEY written by Anastasia Suen illustrated by Farah Aria Realistic Fiction Guided Reading: E DRA: 8 Intervention: 8 16 pages, 77 words Focus:

More information

Original Lesson Plan and Resource Format

Original Lesson Plan and Resource Format Original Lesson Plan and Resource Format Making Connections with Amelia Bedelia by Peggy Parish Grade Level: 2 Guided Reading Level: L Lesson Plan Reader s Notebook Worksheet Teach With the Books You Love

More information

Moorpark Junior School. Spelling, Punctuation and Grammar Policy

Moorpark Junior School. Spelling, Punctuation and Grammar Policy Moorpark Junior School Spelling, Punctuation and Grammar Policy 2015-16 Aims of this policy: There are four main purposes to this policy: To establish an entitlement for all pupils; To establish expectations

More information