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 […]
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 […]
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?
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 […]
Here’s a great way to celebrate Women’s History Month! Show the video of actress Kierman Shipka read the story The House that Jane Built by Tanya Lee Stone.
This is a true account of Jane Addams, the first American woman to receive the Nobel Peace Prize, who transformed a poor neighborhood in Chicago by opening up her home as a community center.
Here is the video!!
There is also a Teachers Guide AND a Family ActivityGuide!!
Click below to get a copy of either….or BOTH!!!!
It’s true! For children of ALL ages! Don’t believe me? Check the research listed at the end of this post!
Why is reading aloud such a critical component for reading success??
- Introduces children to genres they may not discover on their own.
- Exposes children to literary vocabulary-which is different from conversational vocabulary- and is vital for reading comprehension.
- Gives children background knowledge, which helps them make sense of what they hear, see, and read.
- Motivates students to read on their own because they see reading as valuable and exciting.
- Gives students something to talk about which also supports reading and writing skills.
- Lets children use their imagination to explore experiences beyond their own.
- Demonstrates what fluent reading sounds like.
Learning to Read and Write (1998)
Becoming a Nation of Readers (1985)
International Reading Association (1985)
Any benefits not listed here? Please leave a comment and share!