The most important part of ensuring optimal progress for all during reading is establishing and implementing routines. Our reading time each day will consist of a whole group mini-lesson focused on a skill, independent reading time to practice the learned skill, partner reading, and guided reading groups with me. We do not partner read every day but this is an important part of our workshop model as it provides the chance for students to learn with a partner and deepen comprehension by communicating about a text. I strive to meet with reading groups a minimum of 1-2 times per week. This gives me the ability to work on individual students and small groups on skills specific to their level of learning.
During the first few weeks students will take two different assessments so I can make sure they are receiving instruction at the level appropriate for them. The first assessment is an online assessment called the SRI. Students will begin taking this later on this week. Following that I will begin administering 1:1 Fountas and Pinnell reading assessments to determine individual reading levels. Beginning in September, we will begin sending book bags home each evening. ** It is very important to remember that the level I am instructing your child at will always be one or two levels above the books you will begin see coming home in nightly book bags. The books that come home will be at their independent level so they can practice their fluency and expression.
This unit is designed to remind first graders of the skills they have learned and emphasize that readers have good habits. The good reading habits that students will practice are organized in three categories-habits for reading long and strong, habits for solving hard words, and habits for working with a partner. The emphasis on habits provides a framework for establishing norms, rituals, values and identities that can make a world of difference.
These skills are addressed in this unit and re-visited throughout the school year as the children's text level increases:
Preview the text to get ready for reading
Engage with and read text that is developmentally appropriate
Build reading stamina
Set goals
Reread to make their reading smoother
Read with fluency
Reread to learn more
Use pictures to solve hard words
Self-assess reading habits
Develop phonemic awareness in the reading process
decode words in context by using letter sound knowledge
Combine sounds from letters and spelling patterns to decode recognizable words
Read high frequency words
Search for meaning in pictures and words
Check their reading to ensure it makes sense and looks right
Try multiple strategies to demonstrate decoding skills
Distinguish between long and short vowel sounds
Introduce a book to a partner
Hold partner accountable for reading habits
Plan and reflect on reading with a partner
Collaborate with a reading partner by following classroom listening rules, responding to comments, taking turns speaking, and asking appropriate questions.
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