Chunky Monkeys (1 Oct 2012)
We record our chunk brainstorms in this large book which stays out all the time and students add to it, refer to it for spelling at writing time, etc. I made this cover for it to add a bit of fun.
Daily 5 Trial for SSR (30 Sept 2012)
We started learning and establishing the routines for our Daily 5 during our reading block this week. There are some short videos on our Classroom Wiki
(http://nikaudc2012.wikispaces.com/Our+Classroom+T3) showing parts of it in action.
Students selected their own chapter books based on the I-PICK chart & 5 finger rule (thanks to Our Cool School for the awesome posters - see links below if you wish to grab your own copy)
Here is our trial routine from last week:
Students prepped their chapter books and ensured they were seated beside a reading partner / coach, before the Morning Tea break.
After break, the poster for Read to Self was projected up (see link below)
Time was set for 5 minutes (for on-line timers click here)
Students (and teacher) read for the five minutes (with a focus on decoding strategies, inner expressive voice and current comprehension strategy)
When the timer bell rang, the poster was changed to the Buddy Reading poster
Student A read aloud to their reading partner / coach for 5 min, focus was on fluent decoding strategies, outer expressive voice and current comprehension strategy)
The partner / coach listened carefully and formulated a star and a wish for feedback
They also formulated a comprehension question based on the current comprehension strategy, e.g. for Cause & Effect they might ask 'what caused the character to act that way?' or 'How did this affect the character?'
The coach was also there to support the reader should they encounter a 'CLUNK' word (one that stops them in their tracks.) They must first ask if the reader wants help before supporting the decoding of the word.
Then Student B read and the process was repeated.
This was followed up by Word Work - this was when Book clubs met with me.
One of the independent activities is You Can Spell where students work on their current spelling list.
The posters for I-Pick and Daily 5 are available from this teacher blog
In New Zealand, it is standard practice to group students in your class for reading instruction, based on ability. I have 4 groups (I call them book-clubs) in my current class of Year 4's and meet with each group 2x a week.
Here is an example of my weekly Reading Tumble:
Below is an expansions of what each section means:
When I started looking into CAFE, I began to reflect on how I could incorporate this into my programme. Here are my thoughts..
CAFE stands for:
- Expanding Vocabulary.
This is pretty well covered by my comprehension programme that I shared below. I am adding in the Read to Self part of Daily 5, reading for 5 minutes with purpose and understanding, focusing on the current skill.
I will try adding a star and a wish at the end of the Read to Someone & Listen to Reading parts by encouraging children to give their reader positive feedback and then asking them a question related to the skill.
2. Accuracy and 3. Fluency - With my weaker decoders, we have been reading around the circle each time we meet over a new text, but I haven't felt that this has been enough. 1 day a week, a lovely mother help comes in for my reading block and listens to these children read individually.
However, the Read to Someone & Listen to Reading parts of Daily 5 should boost this effectively.
I will try pairing up children and they will take turns reading, then listening to their partner for 5 min respectively.
4. Expanding Vocabulary - As a school we have adopted the You Can Spell spelling programme from Pearson.
teacher guides here
This provides students with a set spelling list each week for home learning. The student workbook has a page of activities related to that week's list. Student's buddy test each other every Monday.
I wanted to support students spelling some more by focusing on the skill of '...if I can spell this word, I can spell that one which sounds the same'. We call it Word Families.
I have run 2 weeks of this so far.
week 1 we looked at '-ack'
week 2 we looked at '-ight'
Both these chunks came out of the writing conferencing I had been doing with them.
On day 1, I introduced the chunk by handing out a mini poem that uses this chunk throughout. We read through it together and students highlight all the chunks (I use highlighters a lot).
Once they have identified the chunk from the poem, I record it in a large book. I give the students 1 min 'brainstorm' time to record as many words as they think have the same chunk (excluding any that appear in the poem of course), in their books beneath the poem. Then they get to call these out to be added to the big book. Often spelling exceptions will crop up. We record these as well - but to the side in a different colour and students correct them in their book.
Each week we try to excede the number of words from the week below. Students continue to add to the brainstorm during the week and also complete a worksheet. After Monday's spelling test, we do a little spelling quiz on the previous week's chunk words.
More vocabulary expansion is covered during writing time, when we focus on VCOPS. More about that on the Writing Reflections Page.
So I guess Vocabulary Expansion-check
The Daily 5 Reading & Literacy CAFE
(September 2012)Recently I was told about this reading concept.
The Daily Five is a structure that helps students develop the daily habits of reading, writing, and working independently for a lifetime of literacy independence.
Daily Five consists of five components that students (ideally) practice daily:
- Read to Self,
- Read to Someone,
- Listen to Reading,
- Word Work,
- Work on Writing
- Expanding Vocabulary.
|View my Reading Board|
Reading Comprehension (September 2012)
Teaching reading has always been a challenging undertaking as enjoyment of literature is an immensely personal thing. I had been on the hunt for a solid framework that addressed a range of comprehension strategies that I could successfully incorporate into my programme.
Two years ago I came across a resource that hung the comprehension side together really well at first glance and started trialling it in my room. Teaching 8-9 year olds is an important bridging time between Learning to Read and Reading to Learn. Students make the leap from small readers to little chapter books and extend their sustained reading stamina.
Here is a link to the product below:
- understanding words
- finding information
- identifying the main idea
- cause and effect
- fact or opinion
- point of view.