Reading

 

Reading

Our goal is to provide a supportive, print rich environment that allows individuals to reach their greatest potential as readers.  Specific skills are taught in a flexible, integrated manner throughout the school day using a variety of texts and materials.

  • Authentic Literature is rich in both illustration and language.
  • Leveled Books are suited to indivuals' reading ability.
  • Celebrate Reading Anthologies  (Scott Foresman)
  • Rigby Series
  • Big Books
  • Non-Fiction Texts related to areas of study, seasons, holidays, etc.

 

Read Aloud

Teachers read to students daily from a variety of sources to:

  • model fluency, build listening vocabulary and comprehension.
  • develop concepts of print, phonemic awareness, and phonetics.
  • build expressive vocabulary and language through discussion.
 

Word Wall

The Word Wall displays a growing collection of high-frequencey words.  Daily attention to these words helps to support growing readers by:

  • developing overlearning/fluent reading of high-frequency words.
  • improving word solving skills through analogy (look/book/shook), chunks (at/hat/chat/flat), and inflectional endings (ing, ed, s, es).

Reading Workshop

The core of the first grade reading program is the Reading Workshop.

A workshop setting provides an opportunity for students to operate independently.  The teacher uses this time to work with individual students, and/or small groups to facilitate reading work and assess progress.

 
  • Mini-Lesson - A brief, whole class lesson to demonstrate key problem-solving strategies readers can practice.
  • Strategy Use- Over the course of the school year, students will meet different "Reading Buddies" as a connection to a reading strategy. For example, "Chunky Monkey"- look for a chunk in the word; ing inside ofsing. Reading buddies will teach both reading decoding skills and comprehension strategies.
  • Self-Selected Reading - Students are taught to "shop" for just right books. A "just right" book means they know some or most of the words,have schema for some or most of the book and understand some or most of the book. Book shopping occurs weekly. Students select and read from appropriately leveled books, providing an opportunity for independent problem-solving.
  • Classroom Libraries- Libraries are organized into 2 categories, 1) Just right leveled books-  Each student's just right basket color is continually changing as strategy use and comprehension improve. Each student advances at his/her own pace. 2) Study books- Study books are in baskets according to genre, author, subject, etc. Throughout the course of the year, study book baskets are introduced and broaden the range of student selection.
  • Rereading Familiar Books - Students read from a personal collection of books.  Rereading new books allows for continued problem-solving work.  Rereading easy books builds fluency. 
  • Browsing - Students choose freely from teacher read-alouds that have been set out for student use.  They engage with books through reading, retelling stories, "reading" the picutres, partner reading, or browsing through text and picture books. 

Assessment

Reading assessment occurs throughout the school year.  Report card grades are based on benchmark reading levels at the end of each marking period. 

  • DRA (Developmental Reading Assessment) is a standardized assement tool used at the beginning and end of the school year.
  • Running Records are a written recording of a child's text reading.  
  • Letter Identification
  • High-Frequency Words