Consider this my DISCLAIMER…
I read. I read a LOT!
I am NOT A College Professor.
I do NOT have a MASTERS ( or above )
Just a READING CERTIFICATE!
I teach reading!
I am just a teacher.
A first-grade teacher.
A Veteran (27yrs ), first-grade teacher, in a TITLE 1 SCHOOL!
I read!They read!
I have seen a LOT!
Done a LOT!
Hear me ROAR!!!!!
Ok. So again.
(Aren’t they cute????)
I have been through:
Leveled Readers ( DRA, GSP, AR, Lexile)
Words Their Way
High-Interest Reading Books
A MULTITUDE OF PUBLISHER’S CURRICULUM!
New sets every 7 years!
Having said this…1 thing most curriculum’s have in common :
READ A LOT!
And then…READ SOME MORE!
My little sisters…
YES…both of my LITTLE SISTER’S are
We were discussing school.
( I know..we are NOT supposed to discuss SCHOOL during SUMMER VACATION!)
But…um…we were discussing school…
and we are trying to WRAP our minds around the
and they will
(way of thinking.)
I LOVE reading with kiddos!
My concern is…
When I “release” them to read,
When I want them to become INDEPENDENT readers,
Where do they “learn” the skills to use when they “get stuck”?
Will they use strategies, when they don’t know what’s happening?
When a story isn’t making sense…do they keep reading?
If they keep reading…
Will it ALL come TOGETHER?
At a recent PD, my little sis said she understood the
READ, READ, READ philosophy.
Integrate science, social studies, math, technology
You can’t have one without the other!
THEY NEED EACH OTHER!
There needs to be a BALANCE of:
Skills & Strategies
in conjunction with independent reading & writing!
I said IT!
Reading & Writing SKILLS:
etc, etc, etc…
(I sound like my Education College Professors!)
I was listening!
ALL of these “lessons” MUST be taught
IN CONJUNCTION with
Reading & Writing!
Yes…To be a better reader…
YOU MUST READ!
BUT…to be a better reader who UNDERSTANDS…
You must have skills and strategies
you read and write!
Unless you are teaching ADULTS in a COLLEGE CLASS…
A 40-minute LECTURE on diagramming sentences
IS NOT…I REPEAT..
the way to do it!
If you WANT to spend 40 minutes discussing grammar…
Do 2-3 MINILESSONS over a few days…
Let it SINK IN!
What it looks like.
Where to find it.
How to use it.
Why we use it.
When to ask for help.
Kinder-Grade 1-Grade 2 teachers…
Mini-Lessons with a WORKSHOP!
Use SMALL Groups for STRATEGY & Skill Groups!
Let kiddos have a chance to PRACTICE what YOU have taught them!
Let it SINK IN!
LET THEM READ!
WRITE…and write some more!
Skills, Strategies, Reading, Writing
They will become “BETTER”
and isn’t that what we ALL want to be?
Need some HELP?
Here are some “HELPERS” for YOU!
Check out ALL my reading & writing products!
I admit it.
I AM TIRED!
I am counting the days until vacation.
I am counting the days until I don’t have to leave the house by 7:15 AM.
I am counting the days…until I can have coffee at 8:00AM.
Ah…I Am READY!
My teacher BRAIN won’t
I want to start getting ready for
I know…relax, breathe…ENJOY YOUR SUMMER!
I can’t STOP! I want to plan!
We are getting a new reading program next year.
CA JOURNEYS here we come!
And so…I have begun. counting.
MY day, my month, my year!
I am starting my new projects today!
Here’s a PREVIEW!
Focus Wall Printables
The BEST PART???
These Packets can be used with ANY program!
( Just because it follows CA Journeys…doesn’t mean it will ONLY work with
Here is the FREE Focus Wall Headers… 🙂
More on the WAY!
Keep checking back!
I’m counting on it!
All available HERE.
Now…Where is my beach chair? 🙂
Time to relax! 🙂
5.5 days to go… 🙂
What does YOUR garden look like?
My hubby is a gardener.
We have raised garden beds.
A few of them.
And we have PRODUCE!
One week’s harvest!
Check out these posts for more about MY
FARMER – Without – A- Farm!
Get Your Hands Dirty!
Secret of Life
Meet the “Little Ones”
I need to APOLOGIZE…
Me? Not “love” to garden.
I “like” to garden.
I love to HARVEST.
I love to eat.
I don’t like to WEED.
I don’t like to sweat.
Fingers dirty? It’s OK.
As long as I can WASH THEM…SOON!
Love my new GLOVES!
So we plan our garden.
We grow seeds on our kitchen table.
We start them indoors,
so we can move them
He reads OLD FARMERS ALMANAC.
As a teacher,
I want MY students
to learn to grow their own food.
I want my students to LOVE to garden!
We planted a GARDEN!
& lettuce in our raised garden.
The garden flowers will go on either side of the planter.
Now to help you in the classroom…
Check out my
Planting and Learning About a Garden.
How do YOU garden?
“Creating a Community of Readers”
This is my newest FAVORITE thing!
I LOVE Lucy Caulkin’s
If you get a chance to hear her, see her, and/or youtube her…
During Reading Workshop,, I don’t want my students to stop and ask for help.
I want them to be problem-solvers.
So, I am…
Take a picture walk. Cover the words. Make them use the visual cues in the story. Frontload any vocabulary that may change thinking, distort comprehension, or unfamiliar to them. During Reading Workshop, have them make predictions PRIOR to reading. AFTER reading, check their predictions.
I LOVE this! After reading..then what? DO SOMETHING! Reread it for NEW information. Retell it to yourself or a friend. We use our 3 fingers retell. I love this part…DIGEST IT! Just as a good meal…when you are finished, appreciate it. Think about it. ENJOY IT!
You are NEVER done! When you finish…read more! My kiddos love to stack ALL of their books on the left..as they finish reading a book…place it in a pile on their right. Keep reading! Their goal is to read more every day! STAMINA! Reading MATS are used to make goals. Our goals are to read MORE! Reading
Worshop takes time. Make the time for it!
We want kids to quit using their fingers to read. Good readers use their EYES! “SCOOP” up words (phrases) with your eyes. When reading, put 3-4 words together and read the phrases! GREAT time to teach prepositions & prepositional phrases!
Always,always…reread! You will see more, read more, and understand more when you reread a story. Read it to a partner, a parent, a friend. The same book can sound new when you are reading it the second or third time!
A HUGE THANK YOU to Lucy Caulkins!
So there you are.. Reading Workshop…
AKA… What to use to keep some working, while reteaching to others! 🙂
SPRING BREAK is Finally HERE!
Assessments, report cards, cleaning, paperwork,etc…
Third quarter done! YIPPEE!!
Though I really DO love this time of the year.
When we go back we have the
4th Quarter DASH!
Catch everyone up to grade level standards
before they go to second grade!
And to HELP…I need it!
Some of my kiddos will work on YOU QUACK ME UP!
While I am WORKING with small groups, reteaching concepts they DIDN’T quite get.
Say this with a SMILE..
“YOU QUACK ME UP!”
to be taken to my TPT store!
ELA: rhymes, Read the Room, Sight Word Games,Grammar
MATH: 3 digit addition, Place Value, Guess My Number
My kiddos LOVE LOVE LOVE this!
So much fun going on in Room 3!
And NOW for the FREEBIE!
This GMA wants some
HERE WE GO! 🙂
Check out my TPT Store for MORE goodies!
Spring is a time for renewal. A time for growth!
In our classroom, the “seeds” we have planted ALL year long, are NOW GROWING!
And they are GROWING FAST!
All of the letter sounds, phonics lessons, sight words, guided reading, etc, etc ,etc are NOW
So NOW WHAT? How to make it STICK?
First and foremost, Practice. Practice. Practice!
There is NO MAGIC! ( SORRY to tell you that!)
For student’s to internalize learning and to become independent readers.
They must read. And read A LOT!
These sight word fluency pages will help YOUR students practice the reading skills and strategies YOU have taught, with fun and engaging content.
Easy Prep Spring Word Trees help students with sight words, fluency, and grammar.
Students show their greatest growth patterns in the SPRING!
Student’s have the “AH HA” moments…
Students also cheer! The
“LIGHBULB” goes on!
To help with the SPRING FLING…
I have added a new component to MY Guided Reading for Spring.
Spring Word Trees UPDATED with EXTENSIONS!
Now my students can read, practice sentence structure with words, AND WRITE!
ALL in one easy-prep page!
HAPPY DANCE! 🙂
I’ll admit it! ( Head hanging down).
I DID NOT TEACH NONSENSE WORDS!
UGH! BAD TEACHER!
WAIT! Let me tell you why!
I teach first grade. My students speak 6 different languages this year. They are JUST learning to read!
I thought NONSENSE Words were…NONSENSE!
I THOUGHT I was helping them by NOT CONFUSING THEM!
I admit it.
I WAS WRONG!
They need to experience PHONICS all around them!
They need to understand the phonemic sounds of ENGLISH!
It’s NOT CRAZY! It’s good. It’s HELPFUL!
As I am re-thinking my BALANCED LITERACY instruction, I will NOW be adding phonics fluency using real and nonsense words to my lessons.
A short “BURST” of phonics, multiple times during my day, will help my students become
My newest change of “TEACHER MINDSET” is …NONSENSE WORDS!
OK… I’m IN!
Here is my newest product to HELP my kiddos with NONSENSE WORDS!
EARLY PREVIEW for YOU! 🙂
Finally…helping Readers is THE MOST IMPORTANT THING WE DO!
How about YOU?
Let me know how it goes!
How do I get kids to Read at Home?
I am a BLOG STALKER!
I admit it.
This year I am trying to get my kids to
Read at HOME.
I am ALWAYS trying to find the BEST,
FASTEST, & EASIEST ways
to make my classroom run smoother
& more effective while being
Aren’t we ALL?
So each year I try to “change”
a few things for the better.
NO THROWING THE BABY OUT
WITH THE BATH WATER!
So here is something “NEW”
( or New to ME )
that I am doing this year!
Who chooses the students Read at Home Books?
I am NOT ( Ugh…), NOT
choosing the Student’s
TAKE HOME BOOKS
( Let it go! Let it go!)
I LET THEM!
The power is in the CHOICE.
I thought if I chose reading books that were
ON their reading level
THEY would MAGICALLY
fall in LOVE with READING!
How Do Their Books get HOME?
I have RAH ( Read AT Home ) envelopes…
REALLY GREAT STUFF
BUT ANY envelope will do!
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
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 do I know if they REALLY read their
Read at Home Books?
Some nights I add a
page to their homework.
USE ONE OF YOUR RAH BOOKS!
( Your choice!)
You can get my READING RESPONSE Packet HERE
I do have a paper…lined…for parents to sign each night.
DO ALL OF THEM SIGN IT?
If YOU take a horse to water…
Can you FORCE it to drink it?
Let it go! Let it go!
What happens if a parent doesn’t read at home
with a student?
If you have a parent
who doesn’t support reading at home…
READ, READ, READ at school.
YOU may be
the ONLY adult
who reads with
We ALL have “that child”.
Don’t fight it!
Don’t PUNISH the child.
IF he/she could read it BY THEMSELVES…
Let it go! Let it go!
How do You REWARD students who do Read At Home?
I do REWARD
those who make the continued effort
to read at home
When they bring their envelopes back,
I check the paper.
IF the parent HAS NOT SIGNED…
I highlight in RED that date.
At the end of the MONTH..
I give a reward
(and a SPECIAL BRAG TAG )
to those who have read
I know…NOT fair for “that child”.
Fair is NOT Always EQUAL!
I want my kiddos who
DO THE WORK
And so my friends…
I keep stalking.
LOTS of great ideas out there in
And PINTEREST LAND.
AND INSTAGRAM LAND.
If you need some ideas…
Check out MY PINTEREST BOARDS.
Happy Reading my Friends
And a FREE Balanced Literacy Resource to get you STARTED!
2019 is the Year of BALANCED LITERACY!
Are YOU READY to update your literacy block?
Balanced Literacy: Here is your PLAN for the New Year!
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:
- Read Alouds
- Shared Reading
- Guided Reading
- Independent Reading
- Modeled / Interactive Writing
- Shared Writing
- Guided Writing / Writer’s Workshop
- 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: 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)
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.
Scholastic has 4 Tips for Guided Reading Success:
- 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.
These literacy posts may help in YOUR Balanced Literacy journey.
These Guided Reading resource books for TEACHERS may be helpful for YOUR reading.
So…Leave me a comment… What does GUIDED READING look like in YOUR classroom?
FREEBIE…Sight Word Game! Who doesn’t LOVE a GAME???
2019 is the Year of BALANCED LITERACY!
Here you go!