Writer's Workshop
Call it enrichment, call it higher thinking...the following short clip is a conversation exploring a broader, more comprehensive idea of reading level and can serve as a reminder that we can't judge a book by it's cover or a reader by their level!
Balanced Literacy
| balanced_literacy.doc |
Guided Reading/Readers Workshop
Guided Reading Video
Comprehension Strategy Mini Lessons - Frontloading/RW Routines & Procedures, Making Connections, Visualizing, Predicting & Inferring, Questioning, Determining Importance
Listening to Reading
Reading Response Options
| reading_response_ideas.doc |
| guided_reading_components.pdf |
| kelley_guided_reading_checklist.pdf |
| prompts_to_support_reading_strategies.doc |
Benchmark Assessments
| lake_myra_literacy_assessment_schedule.pdf |
| lake_myra_literacy_assessment__plan_plus.pdf |
Fall Benchmark Training - Powerpoints
| rti_and_benchmark_training_kindergarten.ppt |
| rti_and_benchmark_training_first_grade.ppt |
| rti_and_benchmark_training_second_-_fifth.ppt |
Fall Benchmark Training Videos
| r-cbm_fluency_1.wmv |
| kelsey_2.wmv |
| practice_passage_3.wmv |
Author Studies
1. Good books are fun and can be great friends to everyone.
2. Language belongs to all of us, and we can all use it creatively to enhance our lives.
3. Stories, values, feelings, ideas and information can be shared with many people through writing.
4. Each child has the potential and the right to become anything they want in life.
5. Every child is young author with a voice and style, reading books by the same author validates this.
Author Websites
More Author Study Webites
Authors Link
Assigned Authors for Author Studies at Lake Myra
- Grade K Authors: Carle, Crews, Ehlert, Henkes, Willems, Wells
- Grade 1 Authors: Aliki, Fox, Keats, Zolotow, Lionni, Munsch
- Grade 2 Authors: Rylant, Gibbons, de Paolo, Williams, Johnson, Viorst
- Grade 3 Authors: Greenfield, Polacco, Say, Yolen, Bunting, Baylor
- Grade 4 Authors: George, MacLachlan, Sceiszka, Van Allsburg, Blume, Clements
- Grade 5 Authors: Creech, Dahl, Fletcher, Spinelli, Hesse, Avi
Phonological Awareness
Michael Haggerty Phonemic Awareness Curriculum - 10 minutes a day
Kindergarten Sample Page
1st Grade Sample Page
Phonemic Awareness vs. Phonics
- Main focus is on SOUNDS
- Deals with SPOKEN language
- Students work with manipulating sounds and sounds in words.
- Main focus is on looking at LETTERS and their corresponding sounds.
- Deals with written print/text/language.
- Students work with reading and writing letters, according to their sounds and spelling pattern.
Word Study
Research Base for Month by Month Phonics
Teaching Word Identification Skills and Strategies
| first_grade_word_study.doc |
Fluency
Fluent readers are better able to devote their attention to comprehending text (LaBerge and Samuels, 1974) (National Reading Panel, 2000) Students who experience reading difficulties are most often not fluent (Johns and Berglund, 2002) (National Reading Panel, 2000) (Pinnell et al., 1995) Fluency instruction begins when students can read connected text with 90% or better accuracy (usually by the middle of first grade). If a student misses more than 10% of the words in a passage, then the material is too difficult to use for instruction.
| Dolch Phrases.doc |
Vocabulary
Although estimates vary, research suggests that students learn 3,000 to 5,000 words each year and students have a core reading vocabulary of approximately 25,000 words by the end of elementary school (Anderson & Nagy, 1991; Nagy & Herman, 1987). Although students learn a majority of new words incidentally, without direct instruction (Kame’enui, Dixon & Carnin, 1987) pre-teaching the vocabulary of a new text does improve students’ comprehension of that text and overall vocabulary development (Beck, Perfetti & McKeown, 1982). Vocabulary knowledge is significantly related to reading comprehension, decoding, spelling and school achievement (Beck & McKeown, 1991) and students who read more have larger vocabularies (Nagy & Anderson, 1984; Stanovich, 1986).
Bringing Words To Life: Robust Vocabulary Instruction by Isabel Beck, Ph.D
Text Talk Lesson Plans
Text Talk - Explicit Vocabulary Instruction
101 Text Talk Lessons written and compiled by 101 of Utah's Reading First Teachers
Tennessee Academic Vocabulary Project
Vocabulary Notebooks
Marzano's 6 Step Process for Direct Explicit Vocabulary Instruction
| vocabulary_notebook_tempate.doc |
| vocabulary_notebook_cover.pdf |
| vocabulary_notebook_cover.doc |
| vocabulary_notebook_cover_label.pdf |
| vocabulary_notebook_cover_label.doc |
Reading Interventions
Intervention Search Engine at the Florida Center for Reading Research www.fcrr.org/scasearch scroll down and enter the reading strand that is the area of difficulty, and then enter the skill of difficulty, and enter your grade level OR you can enter the DIBELS measure that the child scored below benchmark on and it will generate intervention activities tailor-made for that measure and provide hot links to them instantaneously.
Research Based Content Area Reading Instruction (upper grades)
Research Based Cognitive Strategies from Mosaic of Thought: Teaching Comprehension in a Reader's Workshop
Reading Process Research: Improving Comprehension with Think-Aloud Strategies
The Savvy Teacher's Guide: Reading Interventions That Work by Jim Wright founder and creator of www.interventioncentral.com, this guidebook recommended for grades 3-5