Custom Search
Launching Reading Workshop (The first 4 weeks)
Why do we read?
This chart we complete the the first week of school. It's a great brainstorming activity that sets the stage for the rest of the year. It's interesting seeing what the kids say. This year we will reflect on this poster and build upon it. Talk about why it's important to read at home!
Essential Questions:
Why do we read?
What do good readers do when they read?
How do I engage my thinking while I read?
Essential Questions:
Why do we read?
What do good readers do when they read?
How do I engage my thinking while I read?
High Frequency Words
In the launch unit, we take time to review kindergarten sight words. The list is the the left. Please take time to review this at home. It's nice to add it to your daily reading routine. Once your child can read all of these words please practice spelling them. I like to give kids 3 words to practice for a week.
Taking ownership of the classroom library.
This year I did something that I've never done before. I dumped out our library on the ground and had the children figure out what we should do with it. At first the kids were confused. I told them that this was their library and that they had to organize it the way they wanted it to be organized. Suddenly, I heard little voices say "How about by letter?", "No, how about nonfiction?, "Dog books?"," Chapter books!" Kids were looking in the books and asking others for advice on which pile it might go in. Some kids were leaders and motivated by this while others just observed. At first, I didn't know how it was all going to go but after 30 minutes of going through books the children had them in piles, special piles. A student suggested that we should put signs on the bins and I wrote what they said. Our library is not completely finished but the kids are now finding ownership for the books and library in our class.
|
|
Making Connections
During this unit we talked about connections. We discussed how when we read a story or hear a story, our inner voice talks to us. Sometimes our inner voice asks questions. Sometimes it reminds us of something. We call these connections, text to self and text to text. Today we wrote down many of our connections. Ask your child about it!
Essential Questions:
What kinds of connections can we make to the text?
How do I use my connections to better understand the text?
Why is it important to make connections?
Essential Questions:
What kinds of connections can we make to the text?
How do I use my connections to better understand the text?
Why is it important to make connections?
|
|
Read to Self
Children follow our Read to Self anchor chart.
Students Teacher
1. Eyes on book 1. Helping kids learn
2. Quiet whisper voice
3. Read the whole time
4. Stay in 1 spot
5. Pick a good spot. Build stamina
Students Teacher
1. Eyes on book 1. Helping kids learn
2. Quiet whisper voice
3. Read the whole time
4. Stay in 1 spot
5. Pick a good spot. Build stamina
Ways to Read a Book
1. Read the words
2. Read the pictures
3. Retell the story
2. Read the pictures
3. Retell the story
How to pick a GOOD FIT book
1. I like it.
2. I understand what I'm reading.
3. I know most of the words.
2. I understand what I'm reading.
3. I know most of the words.
Read to Friend
Children pair up with a friend and enjoy a book or two. Children are taught how to be good listeners, hold a book with a partner and how to help each other when they're stuck. In our class we call this coaching. We always compliment our friend and when he/she is stuck on a word we simply ask, "Do you want help or time?" If our friend says time, we give our partner 10 seconds (We count in our head). If they choose help, we know many ways to help out.
If our partner asks for help...
1. We might say, skip the word and read the rest of the sentence. Then try it again.
2. Use our fingers to chunk the word into smaller parts.
3. Give hints or clues.
4. Help sound it out.
If our partner asks for help...
1. We might say, skip the word and read the rest of the sentence. Then try it again.
2. Use our fingers to chunk the word into smaller parts.
3. Give hints or clues.
4. Help sound it out.
Listening to Reading
* Partner reading
* Listening center
* Daily picture book read alouds
* Chapter book read alouds
* Listening center
* Daily picture book read alouds
* Chapter book read alouds
Ideas/Anchor charts are from The Daily 5. http://www.the2sisters.com/
Custom Search
