The 8 Components of Balanced Literacy – Week 8 – Word Work

Balanced Literacy.

The Why? The What? and The How?

This Week:  Word Work

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   WORD WORK!

You can’t THINK of Word Work without thinking …

Sight Words, High-Frequency Words, Word Families, Spelling, Phonics, etc…

Before we start..

WHAT IS WORD WORK?

During Word Work, students experiment with spelling patterns, memorize high-frequency words, and develop a genuine curiosity for and interest in new and unique words. By playing with words, word patterns, word families, prefixes, suffixes, and so on, students hone their knowledge of words and increase their speaking and writing skills.

Daily 5

This Reading Mama

https://thisreadingmama.com/what-is-word-work/

What is WORD WORK?

Word work is a hands-on time to explore the spellings and/or meanings of words (vocabulary). Making time for word work is vital because it helps patterns and words move into long-term memory. Word work can help our learners become better readers, spellers, and writers. Depending on our learners’ developmental stages, they might use this time to focus on letters and their sounds, read and spell words, or work on word meanings. At the same time, learners have time to explore sight words.

When or HOW do I teach WORD WORK?

Here are a few suggestions:

1. Before a Small Group Reading Lesson – Before small group reading lessons, I review a previous word study, based on my learners’ word work needs. Beginning sounds, short vowels, ending sounds, etc. The key to these is that they should be quick and easy.

2. Spelling word practice. During our guided reading lesson, I might focus on our spelling words for the week or the word families we have reviewed in previous lessons. I always start with what the kids know…and then add new information.

3. A Small Group Lesson – Frequently I have strategy lessons just to focus on a particular phonics or spelling strategy, especially if we notice several learners struggling with the same thing.

4. Whole Group Instruction – I recommend a simple phonics lesson for all learners in the classroom each day. This isn’t a long lesson (10-15 at most) and covers phonics material that is on grade level. I have a district required curriculum. I use the curriculum phonics as my MORNING MEETING lesson. I can expand on it during my small group time.

I incorporate word work mini-lessons into my writing lessons, when appropriate. If we are working on multi-syllabic words, we will edit our writing for those words, also.  

Always be on the lookout for opportunities to support your students! When we are doing interactive writing, we incorporate MANY literacy practices! 

Balanced Literacy does NOT isolate skills and strategies.

Best practices are integrated throughout the entire school day.

First Grade Roars

Free Word Work

Free Word Work

Bethany Ray

 

CA Journeys BLENDING LINES Grade 1 Units 1-6

1stgradefireworks-Blending Lines

Word Work can be integrated from ANY curriculum and ANY resource.

Use science, social studies, reading, writing, and ANY vocabulary experience to support your WORD WORK studies. 

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

These Word Work resource books for TEACHERS may be helpful for YOUR reading.

 

Brain Games Word Workout Kit

Brain Games

Let's Go Fishing ( for Sight Words)

Let’s Go Fishing for Sight Words

 

So…Leave me a comment… What does Word Work look like in YOUR classroom?

Writing Workshop

Balanced Literacy – Week 7: Guided Writing / Writer’s Workshop

Balanced Literacy.

The Why? The What? and The How?

This Week:  Writer’s Workshop

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   Guided Writing / Writer’s Workshop

This week we jump into Writer’s Workshop!

You can’t THINK of Writing without thinking …

LUCY  CALKINS!

Writer's Workshop

Lucy Calkins Guide to Writer’s Workshop

During the writing workshop, students are invited to live, work and learn as writers. They observe their lives and the world around them while collecting, drafting, revising, editing, and publishing well-crafted narrative and expository texts. Students receive direct instruction in a minilesson, during which the teacher explicitly names a skill proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it. Students then have time to write, applying the repertoire of skills and strategies they’ve learned, while receiving feedback through one-to-one conferences and small group instruction designed to move them along trajectories of development.

Lucy Calkins

The four components of Writer’s Workshop are:

  1. The Mini-Lesson
  2. Writing
  3. Conferring
  4. Share

Let’s discuss each part.

1. The Writing Workshop Mini-Lesson

 The mini-lessons are short, focused, direct. They typically fall into the categories of classroom procedures, the writer’s process, the qualities of good writing, and editing skills. The lesson is 5-10 minutes of directed instruction. Start off your writing lessons by brainstorming ideas. This lesson will help set the stage for a year of writing by giving students a place to find ideas to put in their future writing pieces. If you use interactive notebooks or writing folders, each student needs a place to put ideas, writing pieces in process, and finished works.

Rockin Resources

Writer's Workshop

Tips & Tricks for Writer’s Workshop

Where the Wild Things Learn

Launching Writer's Workshop

Launching Writer’s Workshop

Teaching with Crayons and Curls

 

2) The Writing in Writer’s Workshop

In my first grade classroom, my students have a folder, a journal, and a Pictionary ( pictures and words ). At the beginning of the school year, we practice writing.

Our routines include:

  1.  First,  they draw a picture with your PENCIL. ( No crayons, yet )
  2. Next, they write the words. After one month of school, we are now beginning to write 2-3 sentences. NO— THEY ARE NOT PERFECT—-  We are just beginning the process.
  3. Last, they may color their picture …unless they would like to ADD MORE. And then they can ADD MORE words to match the picture!
  4. I like to play classical music while my students are writing. I FEEL it helps them focus on their writing and gives them a quiet, calm atmosphere to create.

Right now our writing stamina is at about 10-15 minutes. As we become better writer’s, our stamina will increase to about 30-40 minutes.

3) Conferring during Writer’s Workshop

 CCSD102

4) Sharing During Writer’s Workshop

We call it the AUTHOR’S CHAIR.

My students are placed into 4 groups. 10-15 minutes before we dismiss, we ask the 6 team members if they would like to READ or PASS. If they choose to READ, they get their journal and come to the big “TEACHER CHAIR”. They choose 1 story to share with us. Our emergent readers can tell us the story and then they show us their picture.

Later in the year, we will give one compliment and ask one question to the “AUTHOR”. They LOVE this! It is important to discuss “beginning writer’s” and “advanced writers”, ahead of time.

No hurt feelings and EVERYONE’S work is appreciated! 

Writer’s Workshop is a planned time during the day when students can create writing of their own.

During this time, guided writing small groups may be meeting with the teacher or individual conferences may be happening. Whatever your choice, embrace the attempts. The successes and the failures will make them better readers and writers. We learn from our mistakes. Hold them accountable. Quality work is always our goal.

 

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

These Writer’s Workshop resource books for TEACHERS may be helpful for YOUR reading.

Writing Strategies

Writing Strategies

Writing Strategies

 

Launching Writer's Workshop the Book

Launching Writer’s Workshop the Book

Launching the Writing Workshop

So…Leave me a comment… What does Writer’s Workshop look like in YOUR classroom?

Also…  check out these WONDERFUL teacherpreneurs to connect with!

Sept, Teacher Talk

Check out these amazing teacher blogs on TEACHER TALK

How Do You Know When It’s Fall?

How do you know when it is FALL??

When STARBUCK’S brings out…

Starbuck's Pumpkin Spice Latte

It’s FALL! Starbuck’s Pumpkin Spice Latte is BACK!

It’s HERE!

FALL!

My school district is on a “modified” traditional calendar.

What that really means is…our FALL starts EARLY!

We start school in JULY…go for 9 weeks…

& get a two-week VACATION IN OCTOBER!!!!

YIPPEE! Fall Break!

Fall Trees

Photo by Pixabay on Pexels.com

In approximately 22 days ( and 24 parent conferences)…

I will be on Fall vacation for 2 weeks! YIPPEE!!!

I only have a few things to do…

ELA Benchmark tests to be administered, corrected, & data inputted…

Math benchmark tests to be administered, corrected, & inputted…

report cards to be inputted ( no comments needed…)

&  24  Parent Conferences…

  And keep teaching to keep up with the 

district pacing guide!

OH, Yeah! Teach FALL theme also!

AND…It’s Johnny Appleseed’s birthday!

WE MUST MAKE APPLESAUCE!

(And after all of that…PLAN FOR the 2 weeks of OCTOBER after we get back!)

So, to help with the October stuff..

A NEW Fall PACKET!

Click HERE

Trick or Treat October Centers from 1stgradefireworks

Trick or Treat October Centers from 1stgradefireworks

 

How Many Syllables

How Many Syllables from Trick or Treat October Centers

Syllable Task Cards from Trick or Treat October Centers 1stgradefireworks

Syllable Task Cards from Trick or Treat October Centers 1stgradefireworks

Noun or Verb Cards from Trick or Treat October Centers

Noun or Verb Cards from Trick or Treat October Centers 1stgradefireworks

Noun or Verb Cards

Noun or Verb Task Cards from Trick or Treat October Centers 1stgradefireworks

Let's Write

Let’s Write from Trick or Treat October Centers 1stgradefireworks

Story Sentences Pages

Story Sentences Pages from Trick or Treat October Centers 1stgradefireworks

Fall comprehension stories from Trick or Treat October Centers

Fall comprehension stories from Trick or Treat October Centers 1stgradefireworks

Math Centers

Math Centers from Trick or Treat October Centers 1stgradefireworks

Math Mountains from Trick or Treat October Centers

Math Mountains from Trick or Treat October Centers 1stgradefireworks

Number Bonds from Trick or Treat October Centers 1stgradefireworks

Number Bonds Math Centers from Trick or Treat October Centers 1stgradefireworks

Missing Addends

Missing Addends from Trick or Treat October Centers 1stgradefireworks

Candy Corn Fact Families from Trick or Treat October Centers

Candy Corn Fact Families from Trick or Treat October Centers 1stgradefireworks

Candy Corn Fact Families B/W

Candy Corn Fact Families B/W from Trick or Treat October Centers 1stgradefireworks

Here are a few more packets to help with …FALL!!! 

CLICK   HERE

Sight Words for Fall

Sight Words for FALL

FALL Thematic Unit

Fall Thematic Unit 1stgradefireworks

Greater Than, Less Than, Equal to Math

Greater Than, Less Than, Equal to Math center

 Halloween Fact families Booklets

BEST SELLER! Halloween Fact families Halloween Booklets

And a FREEBIE for YOU!

Happy FALL!!

Candy Corn Fact Families FREEBIE

CAndy Corn Fact Families FREEBIE

If you are looking for MORE  classroom resources:

Shared writing

The 8 Components of Balanced Literacy. Week 6: Shared Writing

Balanced Literacy.

The Why? The What? and The How?

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   Shared  Writing.

Week 1:  We discussed Read Alouds.

Week 2: We discussed   Shared Reading.

Week 3:  We discussed Guided Reading.

Week 4: We discussed Interactive Writing.

This week we jump into

SHARED  WRITING.

Let’s talk about Shared Writing.

Shared writing is an instructional approach to teach writing to students by writing with them. The idea is to teach writing through writing. The process of writing is demonstrated by the teacher through a ‘write aloud’ process. The teacher acts as a scribe while the students contribute ideas.

Effective literacy teachers present the demonstration, explanation, and models needed by naïve writers in order for them to understand how and why to incorporate genre and text structures (and such transcription skills as punctuation and spelling) into their own writing behavior.  ReadWriteThink.org

 

During shared writing, the teacher transcribes the entire text while engaging students in a rich discussion about how the text should be composed.

  • Shared writing is taught to small groups or a whole class in briskly paced, 5- to 20-minute lessons.
  • Plan lessons for types of writing that present particular challenges to your students.
  • First, develop and extend children’s background and language knowledge on a topic or experience of interest.
  • Establish a purpose for the writing and an intellectually engaging opportunity for students to apply new learning. Students might write a letter to a local newspaper or write directions for a new game they have developed.
  • Write the entire text yourself in front of students (using chart paper or document viewer) while requesting input from students regarding aspects of the writing where they most need to expand their expertise. Consider, for example, whether your students need to focus attention on paragraph structure, word choice, or sentence expansion.
  • During the writing, model processes needed by your students. Have a small whiteboard available, for example, to demonstrate to students how to say a word slowly and write sounds heard into “sound boxes” (Clay, 2006) before writing a phonetically regular word into the text for them. For older students, begin with a root word and demonstrate how to add prefixes or suffixes to a new word.
  • Demonstrate in-the-moment revision during shared writing as necessary to construct a strong draft. Reread the text to students from time to time to discuss what needs to be written next or to monitor whether or not the text conveys information clearly. Add a word using a caret, for example, or delete unneeded text.
  • Do not deliberately make errors during shared writing. Model the immediate construction of a high-quality draft.
  • Read the completed text to students. Take a few minutes to have students orally summarize what has been learned about writing during this session.
  • Post the text in an accessible spot in the classroom, and provide opportunities for students to read or use the text multiple times over the next several days or weeks.

ReadWriteThink.org

Some tips to keep in mind for shared writing:

  • I use large paper that looks just like the paper the children use during writing workshop. I write on chart paper or perhaps a SmartBoard so the whole group can easily read it.
  • The children are engaged and involved in telling the story (or essay, song, poem, or other kinds of text).
  • I restate/scaffold children’s language by modeling rich language and coach them when they storytell.
  • Over time, children see each step of the writing process modeled:
    • Coming up with ideas
    • Planning across the pages, rehearsing how the text will go
    • Drafting words and sentences
    • Revising
    • Editing
    • Publishing
  • Over time, children see qualities of good writing modeled:
    • Meaning
    • Organization/Structure
    • Genre
    • Detail
    • Voice
    • Conventions
  • TwoWritingTeachers
Shared Writing

How to Take Care of a Goldfish. The Daily Cupcake

The Daily Cupcake

Shared Writing

Shared Writing – MAth Anchor Chart – Kindergals

Kindergals

Tools that may be helpful for shared writing:

Mr. Sketch Smelly Markers

Mr. Sketch smelly markers

Teacher Books that may help with Shared Writing:

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

So…Leave me a comment… What does  Shared Writing look like in YOUR classroom?

 

Shared - Interactive Writing

The 8 Components of Balanced Literacy. Week 5: Modeled / Interactive Writing

Balanced Literacy.

The Why? The What? and The How?

This Week:  Shared / Interactive Writing

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   Shared / Interactive Writing.

This week we jump into Shared & Interactive Writing!

You can’t THINK of Writing without thinking …

LUCY  CALKINS!

 

Shared Writing

During shared writing, the teacher transcribes the entire text while engaging students in a rich discussion about how the text should be composed.

  • Shared writing is taught to small groups or a whole class in briskly paced, 5- to 20-minute lessons.
  • Plan lessons for types of writing that present particular challenges to your students.
  • First, develop and extend children’s background and language knowledge on a topic or experience of interest.
  • Establish a purpose for the writing and an intellectually engaging opportunity for students to apply new learning. Students might write a letter to a local newspaper or write directions for a new game they have developed.
  • Write the entire text yourself in front of students (using chart paper or document viewer) while requesting input from students regarding aspects of the writing where they most need to expand their expertise. Consider, for example, whether your students need to focus attention on paragraph structure, word choice, or sentence expansion.
  • During the writing, model processes needed by your students. Have a small whiteboard available, for example, to demonstrate to students how to say a word slowly and write sounds heard into “sound boxes” (Clay, 2006) before writing a phonetically regular word into the text for them. For older students, begin with a root word and demonstrate how to add prefixes or suffixes to a new word.
  • Demonstrate in-the-moment revision during shared writing as necessary to construct a strong draft. Reread the text to students from time to time to discuss what needs to be written next or to monitor whether or not the text conveys information clearly. Add a word using a caret, for example, or delete unneeded text.
  • Do not deliberately make errors during shared writing. Model the immediate construction of a high-quality draft.
  • Read the completed text to students. Take a few minutes to have students orally summarize what has been learned about writing during this session.
  • Post the text in an accessible spot in the classroom, and provide opportunities for students to read or use the text multiple times over the next several days or weeks.

Read Write Think

Shared writing is a process teachers use to help children to understand how to write a particular kind of text and to provide them with a model piece of writing to emulate. It involves a teacher producing some text on the board with input from the class. The students ” discuss and collaborate” while the teacher is the scribe.

The main difference between shared and interactive writing is who is holding the pen. In shared writing, the teacher holds then pen and serves as the scribe. The teacher also serves the roles of… summarizer of ideas, questioner, and prompting for quick decisions on spelling and print concepts.

Interactive Writing

Interactive writing is a cooperative event in which
teacher and children jointly compose and write text.
Not only do they share the decision about what they
are going to write, they also share the duties of
scribe. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text.

Through questioning and direct instruction, the teacher focuses
the children’s attention on the conventions of
print such as spaces between words, left-to-right
and top-to-bottom directionality, capital letters,
and punctuation. Clay (1979)

Firstgradenest.com

Mrs. Richardson’s Class

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

These Interactive Writing resource books for TEACHERS may be helpful for YOUR reading.

 

 

So…Leave me a comment… What does INTERACTIVE WRITING look like in YOUR classroom?

Independent Reading

The 8 Components of Balanced Literacy. Week 4: Independent Reading

Balanced Literacy.

The Why? The What? and The How?

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   Independent  Reading.

Week 1:  We discussed Read Alouds.

Week 2: We discussed   Shared Reading.

Week 3:  We discussed Guided Reading.

This week we jump into

INDEPENDENT READING.

Let’s talk about INDEPENDENT Reading.

DEAR, SSR, Silent Reading, RAH, etc..  Whatever you call it…we call it

INDEPENDENT READING!

Independent reading is a time when students read text with little or no help from the teacher. They are usually at their seats or in comfortable places around the classroom.

In my classroom they may be at their desk, on a stool, in a rocker, or even…under a table or desk. Only one rule… You MUST be reading!

IMG_9620-2B-25281-2529.JPG

Check out FLEXIBLE SEATING

Independent reading is children’s reading of text — such as books, magazines, and newspapers — on their own, with minimal to no assistance from adults. It can consist of reading done in or out of school, including purely voluntary reading for enjoyment or assigned reading for homework. There are strong associations between independent reading and reading achievement, and many researchers believe that independent reading plays a key role in the development of reading fluency (speed and ease of reading), vocabulary, background knowledge, and even spelling. Not surprisingly, motivation also is associated with independent reading; children who are interested in and motivated to read tend to do more independent reading. Unfortunately, children with learning disabilities in reading often do not read independently, because they tend to find reading effortful, may have trouble obtaining books at their reading level, or may have generally negative attitudes toward reading as a consequence of repeated failure.

Reading Rockets

IR involves the full participation of the teacher. This means the teacher is instructing, scaffolding, and conferring with students (Reutzel, Fawson, & Smith, 2008) during IR time. For example, the teacher educates students in how to select appropriate books, scaffolds student understanding of specific text types, and confers with students to assess their understanding of what they have read.

Literacy Worldwide

Make the TIME for Independent Reading

If you’re really looking for independent reading to be successful with your students, you’ve got to commit class time to it. Students always see what we value by how we approach it during class. And if we want to be certain students get something done, we have to do it during class.

How you make this time is up to you. Elementary classes that tend to have students all day long can have a special fixed time each day allocated to independent reading. Middle and high school classes can allot a small portion – perhaps 10 or 15 minutes – of a class period towards independent reading each day before putting the book away and focusing on the day’s lesson. Others might prefer to wait until Friday and spend the whole class period reading that day.

Teachhub

How to Get Kids to Read Independently at Home?

Each WEDNESDAY and FRIDAY  they bring their RAH folder back.

I have them choose 2 books…YES…2 books to put in their folder.

( I place a pile 20 or so, of books at each level … *disclaimer…right now I have 5 Guided Reading groups…

I group their PILES of books at the Guided Reading group level…

So they really are taking home books at THEIR reading level.

Just a little teacher  “nudge”  in the right direction!

They choose two books, put them in their envelopes, 

and put them in their cubbies.

They keep them for 2 nights…hence bringing them back WED. & FRI. 

We change them for two NEW books … and here we go again!

How to Get Kids to Read at Home

Tips to Bring Independent Reading Into The Classroom

So, how do you realize the benefits of independent reading in your own classroom? Here are a few ideas:

  • Build independent reading time into each student’s day whether in school or at home. Class time is especially effective since it provides students a distraction-free time in their day to read.
  • Offer a selection of books at each student’s reading level and from different genres and help them find books they might enjoy.
  • Let each student make a reading list of five books they want to read and set reading goals.
  • Find creative ways for students to share books with one another, including things like book clubs, video projects, blogs or discussion time.

Educationdive

Jennifer Serravallo answers ’10 Questions About Independent Reading’

Independent Reading Activities

If you’re like most people, after reading a really good book you want to tell someone about it; you want to share.  Let students share their excitement over books!

Here are 8 activities that will engage students in sharing what they read.

  1. Illustrate an important character or event in the story.
  2. Create an advertisement to promote the book.
  3. Have students pick out words they are unfamiliar with and make a word wall.
  4. Make a bookmark that represents the theme or main idea of the book.
  5. Write a question to the author or a character in the book.
  6. Have them illustrate their favorite part of the story.
  7. They can write a letter to a character.
  8. Have them make a connection to a life experience.

In summary…

  • Allow students CHOICE..choice of books & choice of reading area.
  • Build in time for independent reading EVERY day..model reading, too!
  • Debrief their independent reading time. DISCUSS it!

Tools that may be helpful:

Book Boxes for Independent Reading

Book Boxes for Independent Reading

Gallon Zip-Lock Bags for Independent Reading books.

Gallon Zip-Lock Bags for Independent Reading books.

HOW TO GET BOOKS for Independent Reading?

Use SCHOLASTIC BOOK CLUBS, Donor’s Choose, and/or garage sales to add to YOUR classroom library for independent reading books.

From Striving to Thriving

No More Independent Reading WITHOUT SUPPORT

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

So…Leave me a comment… What does  INDEPENDENT READING look like in YOUR classroom?

 

Mega Giveaway

Back to School Mega GIVEAWAY!

We have $350 to GIVEAWAY!

Anyone INTERESTED??? 

 I thought YOU might be!

Mega Giveawawy

Back to School MEGA GIVEAWAY

 

*** BACK TO SCHOOL GIVEAWAY ***

 
It’s nearly that time! We hope you have enjoyed your summer!
To make this season a little easier this year, myself and a team of
amazing teachers have grouped together to gift ONE awesome, lucky
teacher with a TPT gift card, Target gift card, and an Amazon gift card!

PRIZES INCLUDE :
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Wendy   1stgradefireworks

Guided Reading Tbale

The 8 Components of Balanced Literacy- Week 3: How to teach Guided Reading

Balanced Literacy.

The Why? The What? and The How?

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

BALANCED LITERACY

This week:   Guided  Reading.

Week 1:  We discussed Read Alouds.

Week 2: We discussed   Shared Reading.

This week we jump into GUIDED READING.

Let’s talk to the EXPERTS about Guided Reading.

Gay Su Pinnell and Irene Fountas  Video by: Kemberly Meriwether

Guided reading is subject to many interpretations, but Burkins & Croft (2010) identify these common elements:

  • Working with small groups
  • Matching student reading ability to text levels
  • Giving everyone in the group the same text
  • Introducing the text
  • Listening to individuals read
  • Prompting students to integrate their reading processes
  • Engaging students in conversations about the text

The goal is to help students develop strategies to apply independently. Work focuses on processes integral to reading proficiently, such as cross-checking print and meaning information, rather than on learning a particular book’s word meanings. (For example, a student might see an illustration and say “dog” when the text says puppy, but after noticing the beginning /p/ in puppy, correct the mistake.) During guided reading, teachers monitor student reading processes and check that texts are within students’ grasps, allowing students to assemble their newly acquired skills into a smooth, integrated reading system (Clay, p.17)

READ WRITE THINK

The Guided Reading Table

Guided Reading Table

What does a guided reading lesson look like?

It varies based on reading level, but here’s a general structure for a 15-20 minute lesson.

  • Students re-read familiar texts for several minutes. This is a great way to promote fluency!
  • For just a minute or so, the students practice previously learned sight words.
  • The teacher introduces the text.
  • The students read the text out loud or silently while the teacher coaches. They do not take turns reading; instead, each child reads the text in its entirety.
  • The teacher leads a discussion of the text.
  • The teacher makes 1-2 teaching points.
  • If time allows, students do a few minutes of word work or guided writing.

The Measured Mom

Scholastic has 4 Tips for Guided Reading Success:

  1. Establish Routines. Routines for The Lesson format ( this helps with TIME constraints ), routines for when Guided reading happens, AND routines for what the OTHER students are doing while the teacher is teaching at the table.

2. Make SMART  text choices. The text should provide multiple opportunities for students to apply strategies and skills you have identified for the group.

3.  Dive into INSTRUCTION. Before, during & after reading.

3.  Assess and Be Flexible.   Your groups should be fluid and should change as your students’ instructional needs change. That’s where informal and formal assessments come in handy.

Scholastic.com

Tips for Creating Miniature Guided Reading Anchor Charts

Conversations in Literacy

The Next Steps In Guided Reading

Kindergarten Chaos

 

Does guided reading stress you out? Are you having a hard time getting everyone back to your table and teaching tthem meaningful lessons? This post will offer a simple approach to guided reading that helps your to make a plan, organize yourself, and stay relatively stress free. Perfect for first, second and third grade reading teachers. {1st, 2nd, 3rd, grade, elementary school, reading, guided reading}

Learning Lessons  With Amy Labrasciano

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

Reading at Home

These Guided Reading resource books for TEACHERS may be helpful for YOUR reading.

The Next Step Forward in Guided Reading: An Assess-Decide-Guide Framework for Supporting Every Reader

Amazon

 

Reading Strategies (Amazon) 

So…Leave me a comment… What does GUIDED READING look like in YOUR classroom?

 

 

 

STEAM

We jumped into STEAM…and the building began!

Build It..and they will come!

They said STEAM.

They said kids will build in STEAM.

Build WHAT?
Has ANYONE seen the Kevin Costner Movie…
FIELD OF DREAMS?
Build it and they will come.

Field of Dreams

On MY top 10 of ALL TIME GREATS!
Yes…I love baseball  (  GO  SF  GIANTS!  )
But
This is SOOOO  much MORE!
It’s about never giving up.
Keep trying.
When others tell you that YOU are CRAZY…
BELIEVE IN YOURSELF!
I  LOVE  THAT!
SO How do I give my 6-year-old FIRSTIES
a chance to EXPLORE their dreams?
To “think OUTSIDE the BOX”?
To go the extra mile?

Recently, I have been exploring STEAM.

30 minutes of FREE PLAY???
NO.
I don’t call it that!
( Even if it makes my OCD heart skip a beat!)
STEAM!
Now…this is NOT your
“Teacher KICKS BACK while kids DO WHATEVER THEY WANT!”
This is a structured time of the week
( ANY DAY WILL WORK)
where kids get “tools” to BUILD!
They make a PLAN, they put their plan into action,
they learn from failures and their successes, and they do it again!

During STEAM, I tell them they are building a city.

We brainstorm
(chart with pictures – Lots of EL students )
ALL of the things WE want
in a PERFECT city!
(They want LOTS of PARKS…grass…Ice cream stores…etc )
And then I group them into groups of 4.
I switch them each week.
I get out their “TOOLS”…
Toy blocks

Toy Blocks for kids to build STEAM cities.

Blocks…Garage Sale & “FRIENDS” donations
Building tools for STEAM

MArshmallows and toothpicks for ENGINEERS!

Their FAVORITE!
Toothpicks & marshmallows.
Engineers in ACTION!
Math blocks

Math Blocks for STEAM

Math Blocks…Want to learn about “sides”, “corners”, “flats”, “rolls” ?
Use them!
Lincoln Logs

Lincoln Logs for STEAM

Oldie but a goodie!
They LOVE to follow the picture DIAGRAMS!
Math Manipulatives

Math Manipulatives to use for STEAM

Get out your MATH Manipulatives…and let them PLAY!
NO! Not “PLAY” 🙂  …BUILD!
Build a CITY!
Cubes

Cubes for STEAM

CUBES!
Legos

Legos for STEAM

And the ALL TIME  FAVORITE…..
LEGOS!
Giant TUB!
I ask Parents to donate a small baggie of their “extras” from home.
We add them to the tub!
I may need a LARGER tub! 🙂
And so… don’t forget.
If you want to encourage kids to DREAM BIG!
We have to let them do it!

Create, problem-solve, share, plan, explore.  STEAM

I hope the future leaders of our country can do ALL of it!
(Better start teaching them HOW!)
And remember…you need to be a part of it also.
I  do.
We do.
You do.
WOW!
Excuse me.
I have some “creating” to do with those legos!
Here are some classroom resources to help

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Shared Reading

The 8 Components of Balanced Literacy. Week 2: Shared Reading

Balanced Literacy.

The Why? The What? and The How?

Balanced literacy has been defined as  “an approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.” (Fountas & Pinnell, 2001)

It is an approach to teaching. NOT a curriculum. It is HOW we teach our students to be independent readers and writers. It is NOT what books we use to teach them.

Balanced Literacy has been defined in “components” or  “pieces” of literacy instruction.

This 8-week series will focus on the components of a complete BALANCED LITERACY program. We will focus on clear and concise definitions. Definitions that educators can discuss in collaborations. A “common language” where we can learn from each other and with each other.

The 8 components we will focus on are:

  1. Read Alouds
  2. Shared Reading
  3. Guided Reading
  4. Independent Reading
  5. Modeled / Interactive Writing
  6. Shared Writing
  7. Guided Writing / Writer’s Workshop
  8. Word Work

Each week we will focus on one area of Balanced Literacy and share experiences,  teacher tips, and resources to support and expand our Balanced Literacy repertoire.

This week:   Shared  Reading.

Last week we discussed Read Alouds. Week 2 is about  Shared Reading.

How is shared reading different from a readaloud?

Shared reading, involves quite a bit of pausing to teach or engage kids in practicing a skill. When doing a readaloud,  go through the book a bit more quickly, stopping less frequently.

The other most important difference between shared reading and a readaloud is that during shared reading, kids have their eyes on the print. During a readaloud, you may show the pictures to students, but they are not usually able to see the words clearly. Since students can see the text during shared reading, you are able to teach things like decoding more easily.

Learning At the Primary Pond  

Shared reading is a part of the balanced reading model (read aloud, shared reading, guided reading, and independent reading).

This is a 15ish minute block of time within that model that should be practiced daily.  Simply stated it’s the “We do.” part of the gradual release model.  This element is a crucial.  It’s time for the teacher and students to practice together.

Mrs. Richardson’s Class

The READ ALOUD is done BY the teacher FOR the students.

Shared Reading is done WITH the students.

A Poem, a Big Book, A chart. Any text where the teacher and the students can see the text, and read it together.

Shared Reading

Shared Reading vs Read Aloud 

Education.com

It is important to teach what “really matters” connected to a shared text. “We always want students to leave each reading experience enriched by the language and the text because of the shared approach, so we shouldn’t find hundreds of vocabulary words and instructional opportunities in a single text.

Some of  the many benefits of shared reading

  • building vocabulary
  • developing understandings of story structure
  • demonstrating reading strategies
  • entire class reads a common text
  • all read the large text
  • high engagement

There are many types of print for Shared Reading.  Big books, charts, and poetry are some resources for teachers to read WITH students.

Here some great educators share their resources.

What is Shared Reading?

What is Shared Reading?

Learning at the Primary Pond

Shared Reading

Shared Reading

The Teaching Texan

Shared Reading

Shared Reading

Mrs. Wills Kindergarten

The main goal of shared reading is to engage students with the text. It is to share a reading experience. Everyone can read together and then participate in a rich discussion, writing, or response to the text.

In summary, a Shared Reading is a reading experience where both teacher and students read a large text, together. A chart, a poem on a smartboard, or any other BIG text, where the teacher reads WITH the students using self-questions and think aloud reading strategies. The goal is to model fluent and expressive reading. The students  INTERACT with the text while reading WITH the teacher and then through discussions, writing, and/or thinking for themselves.

These literacy posts may help in YOUR Balanced Literacy journey.

Balanced Literacy

Read At Home

Flexible Seating

Read Alouds

These resource books for TEACHERS may be helpful for YOUR reading.

Shared Reading with Big Books

Shared Reading with Big Books

Shared Reading with Big Books

Shared Reading

Shared Reading

Shared Reading

kids_with_cape_0962b8be-b9ca-4b14-9881-cfd7cf03286a_1024x1024

HamerayPublishing

I hope YOU are prepared to practice DAILY  Shared Reading in YOUR classroom!

Stay tuned for next week… Week 2 Guided Reading.

Please share with friends.

Leave me a comment…How do YOU use Shared Reading in YOUR classroom?