Read to Self

  • The best way to become become a better reader is by practicing! Each day students choose "good fit" books (books at their instructional/independent reading level) from their book boxes to read during read to self time.

Accuracy Strategies




    This week we worked on strategies for accuracy. The children learned several strategies if they get "stuck' on a word.

    Tappy Turtle-tap out or sound out the word

    Chunky Monkey-break the word up into syllables or chunks that are familiar

    Skippy Frog-skip the word until you get to the end of the sentence, then come back to it

    Tryin'Lion-try, try, try again

    Flipping Flipper-switch the vowel sound, either from long to short or short to long

    Helpful Kangaroo-after trying the strategies ask for help


Read to Someone

  • Last week we launched the "Read to Someone" component of the Daily 5. Students learned about using a quiet voice, how to check for comprehension and sitting EEKK! with your partner--elbow to elbow, knee to knee. I showed them a strategy called "I Read, You Read" in which students take turns reading a good fit book of their choice to their partner. After each page they summarize/retell what they heard. We also talked about where to sit in the room and how to choose a book--either "Let's Make a Deal or Rock, Paper, Scissors." Not only is reading aloud to someone fun but it is also the best way to improve reading with fluency and expression.

    We have also learned steps for choosing a partner and how to "coach" or give some extra think time when your partner is reading. After asking if their partner would like some extra time or help with a word, students will learn to "coach" their buddies by having them back up and reread, look at the pictures, sound out the word, or chunk the word into parts or syllables. 


  •  Please read the weekly Fundations letters to learn more about what skills we are working on. 

Fundations Syllable Types & Vowel Teams

  • Syllables v

Work on Writing

  • We launched the Work on Writing piece of the Daily 5 at Reader's Workshop.  We read My Map Book and created a "map of our heart" in which we wrote our favorite things.  The students "look into their hearts" to find ideas for writing.   

    We will also do an idea relay.  In 4 relay lines they pass on orally different topics that are good for writing about.  They will get new journals and list their story ideas in them.  They will learn to sound out and underline unfamiliar words while writing.  We will practice writing the 4 types of sentences---statements, questions, exclamatories, and commands, as well as using the appropriate end marks.


Guided Reading & Reading Workshop

  • Throughout the week students participate in the following centers-read to self, read to someone, work on writing, word work, and listen to reading.  At this time, I gather reading groups for guided reading of texts at their instructional reading level.  Students work on reading skills including literal and inferential comprehension.  Guided reading is one of our favorite times of the day.  I have included an excerpt from the Fountas and Pinnell website describing guided reading for you.

    Guided reading is a teaching approach designed to help individual readers build an effective system for processing a variety of increasingly challenging texts over time.

    Guided reading is not an exercise to practice reading skills. It is research-based, professionally energized, highly targeted, scaffolded reading instruction that propels all students toward confident, independent reading of high quality grade level books across a diverse array of literature and informational genres. Reading well means reading with deep, high quality comprehension and gaining maximum insight or knowledge from each source.

    Using benchmark assessments or other systematic observation, the instructional reading level of each student is determined. The teacher forms a temporary group of students that are alike enough in their development of a reading process that it makes sense to teach them together for a period of time. In selecting a text for the group, the teacher uses the level designation; thinks about the strengths, needs, and background knowledge of the group; and analyzes the individual text for opportunities to support students' successful engagement with the meaning, language, and print of the text. The teacher uses the text to help the children expand what they know how to do as readers.

Word Work

  • Students have time to practice unit words during word work.  Expanded vocabulary and correct spelling allow for more fluent reading and writing thus speeding up the ability to comprehend what is read and get thinking down on paper. Students practice spelling words using white boards, gel boards, magnetic letter boards, and marker. 
If you are having trouble viewing the document, you may download the document.