What are Sight/Dolch Words?Sight or Dolch words are words that can not be sounded out. There are 220 most common words and 95 additional nouns in children's reading books, in alphabetical order provided on the above website. Sight or Dolch words provide an excellent base for reading at an early age. | |||
Word Family Words
PHONICS
Vowel Bat Song:
AEIOU Song:
Long Vowel Song:
Short Vowel Song:
Guided Reading
Author's Purpose: Identify text evidence that shows the author’s purpose is to entertain.
http://www.readworks.org/lessons/grade2/authors-purpose/lesson-1
Guided reading is one component of the shared reading block during which the teacher provides support for small, flexible groups of beginning readers. The teacher helps students learn to use reading strategies, such as context clues, letter and sound knowledge, and syntax or word structure, as they read a text or book that is unfamiliar to them. The goal of guided reading is for students to use these strategies independently on their way to becoming fluent, skilled readers.
The steps for a guided reading lesson are:
Before reading: Set the purpose for reading, introduce vocabulary, make predictions, talk about the strategies good readers use.
During reading: Guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as "Try that again. Does that make sense? Look at how the word begins."
After reading: Strengthen comprehension skills and provide praise for strategies used by students during the reading.
The steps of a guided reading lesson will vary according to the needs of the students in the flexible group. As teachers become more comfortable planning and leading guided reading lessons, they will also become more skilled in structuring the lesson to best meet those students' needs.
Flexible groupings are based on student abilities and needs. There are various ways to determine a child's ability level, such as running records, print tests, and teacher observations. Since students progress at different levels, the teacher will need to have a plan for ongoing observation and assessment to track student growth, select appropriate texts, and to regroup students as their needs change. Again, teacher observations and running records can provide valuable information.
A wide variety of books at different ability levels, sometimes called "leveled texts," are necessary so that the teacher can fit the book to the group. Teachers should choose books that are easy enough for independent reading, meet the instructional goals for the group, and are interesting and motivating to students. As students become more skilled at using a range of reading strategies, the ability level of the texts used in guided reading lessons can be increased. Previously read texts should always be available so that students can reread them independently, with a partner, or at home as they become fluent, confident, and self-motivated readers.
Guided Reading
Lessons
Guided Reading Lessons:
FLUENCY (below fluency rubric sent home and used during guided reading)
Fluency Rubric:
http://www.mshouser.com/teacher-coaching/tracking-my-progress-fluency
Character - Identify and describe the actions of a character
http://www.readworks.org/lessons/grade1/character/lesson-1
Character - Identify and describe the feelings of a character based on the events in the story.
Character - Identify and describe the feelings of a character based on the events in the story.
http://www.readworks.org/lessons/grade1/character/lesson-2
Drawing Conclusions - Use pictures and context clues to draw conclusions about a missing word.
http://www.readworks.org/lessons/grade1/drawing-conclusions/lesson-1
Drawing Conclusions - Use background knowledge to draw a reasonable conclusion about a story.
http://www.readworks.org/lessons/grade1/drawing-conclusions/lesson-2
Drawing Conclusions - Use background knowledge, pictures, and context clues to draw a reasonable conclusion about a story.
http://www.readworks.org/lessons/grade1/drawing-conclusions/lesson-3
Figurative Language - Identify and describe hyperboles in literature.
http://www.readworks.org/lessons/grade1/figurative-language/lesson-1
Reading Skill: Comprehension
Vocabulary in Context - Use visual cues to read unknown word. Use meaning cues to read unknown words
http://www.readworks.org/lessons/grade1/vocabulary-context/lesson-1
Vocabulary in Context - Use visual cues to read unknown words. Use meaning cues to read unknown words.
http://www.readworks.org/lessons/grade1/vocabulary-context/lesson-1
Vocabulary in Context - Use visual, meaning, and structure clues together to determine the meaning of a word.
http://www.readworks.org/lessons/grade1/vocabulary-context/lesson-3
Genre - Classify and categorize books as fiction or nonfiction.
Genre - Classify and categorize books as fiction or nonfiction.
http://www.readworks.org/lessons/grade1/genre/lesson-1
Genre - Identify and describe the purposes of reading a fiction book. Identify and describe the purposes of reading a nonfiction book.
http://www.readworks.org/lessons/grade1/genre/lesson-2
Genre - Identify facts learned from a nonfiction text.
http://www.readworks.org/lessons/grade1/genre/lesson-3
Explicit Information - Identify explicit information in nonfiction and fiction
http://www.readworks.org/lessons/grade1/explicit-information/lesson-1
http://www.readworks.org/lessons/grade1/explicit-information/lesson-1
Author's Purpose: Identify text evidence that shows the author’s purpose is to entertain.
http://www.readworks.org/lessons/grade2/authors-purpose/lesson-1
Author's Purpose: Identify text evidence that shows the author’s purpose is to inform.
http://www.readworks.org/lessons/grade2/authors-purpose/lesson-2
http://www.readworks.org/lessons/grade2/authors-purpose/lesson-2
Author's Purpose: Identify text evidence that shows that the author’s purpose is to persuade. Draw a conclusion about what the author is trying to persuade the reader to do or think.
http://www.readworks.org/lessons/grade2/authors-purpose/lesson-3
http://www.readworks.org/lessons/grade2/authors-purpose/lesson-3
During our reading time this year, we will be doing "The Daily Five". The term "The Daily Five" refers to the five choices that the students will be able to choose (more info. on the 5 choices below). Each school day we will spend around 1 and a half hours working with The Daily Five.
Daily 5 Folders and Daily Check List:
http://www.teacherspayteachers.com/Product/Daily-5-Folder-Freebie-1025926
(saved on computer)
Resource for Daily 5 Activities and Implementation:
http://seusstastic.blogspot.com
Five Choices
READ TO SELF
1. Read to Self - Students will get their book bags (full of good-fit books of their choice) or choose from our classroom library, find a comfortable spot in the classroom, and will read to themselves. "Children reading to themselves is the first step in Daily Five and is the foundation for creating independent readers and writers. On the surface--like all of the components in Daily Five--Read to Self seems basic and simple. However, we have found that specific teaching techniques can make Read to Self a powerful tool for enhancing all literacy skills." (The Daily 5 p.46)
READ TO SOMEONE
2. Read to Someone - Students will pair up with a partner. They will both get their book bags, find a comfortable spot in the classroom, and will take turns reading to each other. One student will act as the "reader" and the other student will act as the "Checker" and will re-tell what was read by the "reader" - this skill is called "check for understanding". "Reading with someone helps readers, especially developing readers, become more sel-sufficient and less reliant on the teacher for assistance. Research shows that taking turns while reading increases reading involvement, attention, and collaboration." (The Daily 5 p. 60) Children LOVE to Read to Someone, and why not, they have a friend with them who will listen to them and discuss their reading.
READ TO SELF
1. Read to Self - Students will get their book bags (full of good-fit books of their choice) or choose from our classroom library, find a comfortable spot in the classroom, and will read to themselves. "Children reading to themselves is the first step in Daily Five and is the foundation for creating independent readers and writers. On the surface--like all of the components in Daily Five--Read to Self seems basic and simple. However, we have found that specific teaching techniques can make Read to Self a powerful tool for enhancing all literacy skills." (The Daily 5 p.46)
READ TO SOMEONE
2. Read to Someone - Students will pair up with a partner. They will both get their book bags, find a comfortable spot in the classroom, and will take turns reading to each other. One student will act as the "reader" and the other student will act as the "Checker" and will re-tell what was read by the "reader" - this skill is called "check for understanding". "Reading with someone helps readers, especially developing readers, become more sel-sufficient and less reliant on the teacher for assistance. Research shows that taking turns while reading increases reading involvement, attention, and collaboration." (The Daily 5 p. 60) Children LOVE to Read to Someone, and why not, they have a friend with them who will listen to them and discuss their reading.
WORK ON WRITING
3. Work on Writing - Students will get their Daily 5 journal and write about different topics (some of their choice and some of mine). "The writing component of the Daily Five provides additional support children require to become effective writers. Its purpose is to provide daily writing practice." (The Daily Five p. 80)
Write Your Own Story - Character Writing:
http://www.teacherspayteachers.com/Product/Work-on-Writing-Write-your-own-story-505269
(saved to computer)
Story Stones or Coins:
http://www.teacherspayteachers.com/Product/Work-on-Writing-Story-stones-instructions-and-sentence-worksheet-943122
(saved to computer)
LISTEN TO READING
4. Listen to Reading - Students will sit at a listening center and hear a book read to them while they follow along. Listening to Reading is valuable for developing fluency and vocabulary.
WORD WORK
5. Word Work - Students will use different means to create words (play-doh, stencils, etc.) or will use different work studies such as sorting words or putting them in ABC order. "Creating and maintaining a time during each literacy block to focus on words is critical to developing readers, writers and communicators." (The Daily Five p.85)
Word Work Activity:
http://www.teacherspayteachers.com/Product/Word-Work-Daily-5-Hands-on-Center-Sort-Long-Vowels-ai-ay-ee-ea-874754Word Work - Letter Shuffle:
http://www.teacherspayteachers.com/Product/Word-Work-with-Lettered-Items-Letter-Shuffle-329195
Word Work - Hidden Words:
http://www.teacherspayteachers.com/Product/Daily-5-Word-Work-Idea-Hidden-Words-684043
Word Work Centers:
http://www.teacherspayteachers.com/Product/Word-Work-Centers-134558
Write Your short A with Apple Jacks - Eat Your Words:
Write your short E with Jelly Beans - Eat Your Words:
Write your short I with Skittles - Eat Your Words:
Write your short I with Sixlets - Eat Your Words:
All VOWELS and all WORD FAMILY WORDS are included in the EAT YOUR WORDS series:
https://docs.google.com/file/d/0B0bn51-8JcKsRG80ZVFicy04QUE/edit
http://firstgradewow.blogspot.com/2013/06/eat-your-words-pack.hlm
Word Work - Rainbow Write/ Build it Write
http://www.teacherspayteachers.com/Product/Daily-5-Work-on-Writing-Word-Work-Packet-FREEBIE-280862
Journal Writing
Daily Prompts:
https://sites.google.com/a/pvlearners.net/mercury-mine-1st-grade-happenings/writing-happenings/journal-writing-prompts
http://www.dailyteachingtools.com/journal-writing-prompts.html
Traveling Journal
Each week I will pick one child to bring home "The Traveling Journal".
When it is your child's turn they will be given the opportunity to keep a Journal about the events of their weekend and then share it with the class on Monday.
Accompanying "The Traveling Journal" will be a writing buddy by the name of "Snowball". Snowball can accompany your child where ever they go that weekend and will help the child remember to record the events of that day in his/her journal.
Handwriting
http://www.handwritingforkids.com/handwrite/manuscript/alphabets/index.htm
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