Top 10 Must Have Literacy Books — For The Love of Literacy

I love everything about reading. I love reading, I love teaching reading and I love reading about teaching reading. 🙂 Here are my top 10 books that I believe that every literacy leader should read. I have read most, and I have a couple that are on my summer reading list. 🙂 Teaching with Intention: […]

via Top 10 Must Have Literacy Books — For The Love of Literacy

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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

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.

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 —

Story for International Women’s Day: The House that Jane Built

The House that JAne Built

Click the book for ordering information!

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!!!!

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Teacher’s Guide

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Family Activity Guide

What is the single most important activity for building skills for reading success?

READING ALOUD!!

READING ALOUD!!

READING ALOUD!!

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??

Reading aloud…

  • 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.

Preventing Reading Difficulties in Young Children (1998). image

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!

Thx! J.