As a follow up to my previous post on sight words on a ring, I have created a PDF of Kindergarten and First Grade Sight Words. If you would like a copy of the PDF, please email me. The yellow cards are for Kindergarten students. The green cards are First Grade students. The combined yellow […]
It is no secret that this year I have been trying to create a classroom culture that respects and supports’ my students’ agency in their journey as learners. One of my biggest challenges this year has been figuring out how traditional approaches to reading instruction can fit within a model designed to help students take back ownership […]
In our classroom, I utilize a reading workshop model. A mini-lesson followed by independent reading and guided reading. I’ve always wondered how I could make independent reading more robust. I love the “why” of independent reading but there were always a few students who weren’t totally into it. Given that so much time is spent independent reading […]
Touted as Perfect Chocolate Chip Cookies, these cookies live up to their name. They stay so soft and chewy for days. Browned butter here makes all the difference, creating a toffee-like depth that makes your taste buds oh-so-happy. Happy almost-weekend, All I’m so ready for it, after this whirlwind of a week. That includes today’s incessant…
By Irene Fountas, Center for Reading Recovery and Literacy Collaborative Director/Author/Professor The following are some guiding principles from Irene Fountas that may help you get more power in your teaching: Notice the student’s precise reading behaviors. Eliminate ineffective behaviors and help the reader do what proficient readers do. Select a text on which the reader […]
According to Teaching Works, High-Leverage Practices are critical to helping students learn content, central to supporting social-emotional development, used across subjects, content, and grade levels.
- Leading a group discussion
- Explaining and modeling content, practices, and strategies.
- Eliciting and interpreting individual students’ thinking.
- Diagnosing particular common patterns of student thinking and development in a subject-matter domain.
- Implementing norms and routines for classroom discourse and work.
- Coordinating and adjusting instruction during a lesson.
- Specifying and reinforcing productive student behavior.
- Implementing organizational routines.
- Setting up and managing group work.
- Building respectful relationships with students.
- Talking about a student with parents or caregivers.
- Learning about students’ cultural, religious, family, intellectual and personal experiences and resources for use in instruction.
- Setting long- and short-term learning goals for students.
- Designing single lessons and sequences of lessons.
- Checking student understanding during and at the conclusion of lessons.
- Selecting and designing formal assessments of student learning.
- Interpreting the results of student work, including routine assignments, quizzes, tests, projects, and standardized assessments.
- Providing oral and written feedback to students.
- Analyzing instruction for the purpose of improving it.
So how many did you check off?? Go to the website to check out info and videos for the ones you would like to know more about!!
Ο I use an assessment to determine the levels of my students (Assessing Reading Progress: Setting Goals & Monitoring, The most important focus for guided reading success, )
Ο I group my students based on their reading levels or needs (How to group students, How do I find out what my students need? The most valuable resource for literacy instruction)
Ο My groups are made of less than 6 students (Teachers can respond to children’s reading more effectively. Amendum, et al., 2009)
Ο I know the reading behaviors needed for my students to reach their next level (Guided Reading freebies! The most valuable resource for literacy instruction)
Ο I know the text characteristics for all the levels represented in my class (F & P Guided Reading Text Level Descriptions)
Ο I select books based on appropriate text characteristics for each level (Find information for selecting appropriate texts here)
Ο My students reread previous books for the first few minutes of the lesson (The Power of Rereading)
Ο I move students based on the results of the weekly running records (Assessing Reading Progress)
Ο My book introduction allows students to access the text, but leaves them work to do (How to Craft Strong Book Intros for Guided Reading)
Ο I take anecdotal notes while students are reading and note strengths and weaknesses (Observing and Noting Reading Behaviors)
Ο I engage groups in conversations about the text
- Literacy develops best through social interaction and dialogue with others (Dowhower, 1999)
- Teachers should make a shift from asking predetermined questions designed to ensure that the students arrive at the “right” meaning to facilitating conversations that encourage students’ exploratory talk as they arrive at a deeper meaning (Gavelek and Raphael, 1996)
Ο I have a variety of appropriate independent, shared, or project-based activities for the remainder of the class that keep them engaged while I am working with my groups (What does research say about literacy centers?, Powerful resource for small group instruction)
Ο There are no interruptions during my guided reading lessons from the remainder of my class (How do I organize my classroom for small group instruction?, 3 ways to ensure success at small group and center time, Powerful resource for small group instruction)
Ο I make sure when my groups leave the table they are applying what we practiced during guided reading (Critical component for guided reading success)
How’d you do?
Learners need to feel safe
Learners need to have structure
Learners need novel activities
Require frequent responses
Allow appropriate wait time
Combine content with music or movement
Provide water every 10 to 45 minutes
Offer fresh or dried fruits
Create a relaxing atmosphere that feels “homey”
Allow students to make choices