The more you read books at your reading level, the stronger you get!
Story of the week: Beauty and The Beast
Poem of the Week:
In my class, I see the benefit of both whole group and small group reading. I make sure that our class is reading everything from chapter books, poetry, fiction, non-fiction, etc. We begin most days with a short passage each child reads as they come in every morning. After reading the passage independently, we read the passage again as a class to build fluency. We then correct the comprehension questions that go along with the passage. As we correct, I teach and model comprehension strategies. This practice will interchange with morning writing practice and students become stronger independent readers and writers as a whole class.
Later on during the day, we have a timed reading passage with comprehension questions. This is called McCall-Crabbs or McCall-Harby. I use this time to teach reading skills as well as test. Three to four days a week are used as a lesson and practice. One to two days a week are just for timed testing. Students are not graded by finishing all of the questions in the allotted time, but how many questions answered correctly measures their approximate reading level. On the passages I use for a test, I will write their Grade Level or "GL". If students are receiving 2.0 or higher at the beginning of the year, this is considered "Proficient", or right where they need to be at this point in the year. Please keep in mind that students receiving 4.0 GL or higher does not mean they need to skip grades in school. This is only part of the picture I have in how a child reads. I also look at their DIBELS score- how many words per minute they can read. The goal for the end of second grade is to be reading 87 words per minute or higher.
Towards the end of the day, we have a story and poem of the week from our Core Knowledge Program. This is a whole group guided lesson for introducing vocabulary, practicing comprehension skills, and fluency. I also have another timed passage that is timed on three separate minutes to build more fluency- speed in reading with expression.
The last part of the day is small group guided reading where students have books and reading activities catered for their personal reading level. While students practice reading, spelling, or writing independently, I call a small group of students up or individual students for reading instruction at their ability level.
Here are some reading links that may benefit you and your child:
http://www.magickeys.com/books/
http://www.starfall.com/
http://www.smartygames.com/
http://www.kidsreads.com/
http://www.rif.org/kids/readingplanet.htm
http://readingtokids.org/Home/main.php
Poem of the Week:
In my class, I see the benefit of both whole group and small group reading. I make sure that our class is reading everything from chapter books, poetry, fiction, non-fiction, etc. We begin most days with a short passage each child reads as they come in every morning. After reading the passage independently, we read the passage again as a class to build fluency. We then correct the comprehension questions that go along with the passage. As we correct, I teach and model comprehension strategies. This practice will interchange with morning writing practice and students become stronger independent readers and writers as a whole class.
Later on during the day, we have a timed reading passage with comprehension questions. This is called McCall-Crabbs or McCall-Harby. I use this time to teach reading skills as well as test. Three to four days a week are used as a lesson and practice. One to two days a week are just for timed testing. Students are not graded by finishing all of the questions in the allotted time, but how many questions answered correctly measures their approximate reading level. On the passages I use for a test, I will write their Grade Level or "GL". If students are receiving 2.0 or higher at the beginning of the year, this is considered "Proficient", or right where they need to be at this point in the year. Please keep in mind that students receiving 4.0 GL or higher does not mean they need to skip grades in school. This is only part of the picture I have in how a child reads. I also look at their DIBELS score- how many words per minute they can read. The goal for the end of second grade is to be reading 87 words per minute or higher.
Towards the end of the day, we have a story and poem of the week from our Core Knowledge Program. This is a whole group guided lesson for introducing vocabulary, practicing comprehension skills, and fluency. I also have another timed passage that is timed on three separate minutes to build more fluency- speed in reading with expression.
The last part of the day is small group guided reading where students have books and reading activities catered for their personal reading level. While students practice reading, spelling, or writing independently, I call a small group of students up or individual students for reading instruction at their ability level.
Here are some reading links that may benefit you and your child:
http://www.magickeys.com/books/
http://www.starfall.com/
http://www.smartygames.com/
http://www.kidsreads.com/
http://www.rif.org/kids/readingplanet.htm
http://readingtokids.org/Home/main.php