Sight Words on a Ring II — The ESOL Mentor Teacher

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 […]

via Sight Words on a Ring II — The ESOL Mentor Teacher

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Student Agency vs. Reading Instruction — Making Good Humans

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 […]

via Student Agency vs. Reading Instruction — Making Good Humans

Reading is Supposed to be Quiet, Right? Wrong! — Sweet Tea and a Live Oak Tree

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 […]

via Reading is Supposed to be Quiet, Right? Wrong! — Sweet Tea and a Live Oak Tree

Foodie Friday! Perfect Chocolate Chip Cookies (Cook’s Illustrated) — Chew Out Loud

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…

via Perfect Chocolate Chip Cookies (Cook’s Illustrated) — Chew Out Loud

12 Tips for Powerful Guided Reading Teaching!

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 […]

Screen Shot 2017-05-19 at 2.24.26 PMvia Twelve Tips for Powerful Teaching in Guided Reading Lessons — Lesley University Center for Reading Recovery and Literacy Collaborative

Guided Reading Self-Assessment: Test yourself!!

Imagem-blog-Geopi-CamilaΟ  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 use running records to assess my students’ growth or frustration once a week, per student (Running Records Resources, Running Records App)

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?

J.

10 Best Practices for Brain Compatible Teaching!

  1.  Learners need to feel safe

  2. Learners need to have structureScreen Shot 2017-05-04 at 3.10.31 PM

  3. Learners need novel activities

  4. Require frequent responses

  5. Allow appropriate wait time

  6. Combine content with music or movement

  7. Provide water every 10 to 45 minutes

  8. Offer fresh or dried fruits

  9. Create a relaxing atmosphere that feels “homey”

  10. Allow students to make choices

Foodie Friday! Lemon Basil Orzo with Chicken

This Lemon Basil Orzo with Chicken is quick, easy, and absolutely scrumptious. It’s the ultimate spring-summer dinner; light yet incredibly tasty. It’s an instant hit you can count on. April showers are swooping in, but they’ve got nothin’ on our bright spring vibe today. The skies might be pouring, but we’ve got a kitchen full…

via Lemon Basil Orzo with Chicken — Chew Out Loud

How to be a Teacher Reading Role Model!

I was taught in college that to be a teacher reading role model, I should read in front of my students; not just read aloud, but actually sit down and read in front of them so they could see how much reading meant to me. So when I embraced independent reading, I did just that; pulled my […]

via How to Be A Teacher Reading Role Model – Without Actually Reading In Front of Your Class —