Stuck on a Word Strategies

Transcription

Guided
Reading
By Deanna Jump
Dear Teachers,
It is my hope that the activities in this packet will
breathe new life into your Guided Reading groups
and /or strategy groups. I noticed that some of
my kids were getting bored with our small group
lessons and when I started reflecting on what was
working and what wasn’t I realized that they were
bored because we were doing the same old thing!
I created a variety of activities to use during our
group time and now they are excited when I call
their name and they LOVE doing word work. We
all have different ways of doing things so I also
tried to give you a variety of ways to use the
materials. If you have any questions or
suggestions about any of the following activities
please let me know.
Happy Reading!
Deanna
In order to become Good Readers children
need to use the three cuing systems.
Graphophonic
Syntax
Visual
Structure
Does it look right?
Does it sound right?
Semantic
Meaning
Does it make sense?
Graphophonic/visual: Readers use letter-sound
relationships to figure out words by looking at the letters
and using the sounds they make. Reinforce this cueing
system by asking, "Does it look right?"
Structure/syntax: Readers use grammar and knowledge
of how language goes together to identify words.
Readers who use this cueing system would choose a
noun to replace a noun, instead of choosing a verb to
replace a noun, because it would sound right to them.
Reinforce this cueing system by asking, "Does it sound
right?“
Meaning/semantic: Readers use meaning to predict the
message of text. Reinforce this cueing system by asking,
"Does it make sense?“
Readers must learn to use many strategies in order to
become independent readers. Children can be taught the
three cuing systems through mini-lessons and teacher
modeling. The three cuing systems tie in perfectly with
the beanie baby reading strategies. I have no idea who
originally created the idea behind the beanie baby
strategies but they really help the little ones understand
the reading process.
Be a Word Detective!
When you come to a word you can’t figure out use your strategies!
Eagle Eye
Lips the Fish
Look at the picture
Say the first sound
Stretchy the
Snake
S-t-r-e-t-ch it out
Chunky Monkey
Look for chunks
Ask Yourself:
Does it make sense?
Does it sound
right?
Flippy Dolphin
Skippy Frog
Flip the vowel sound
Skip over the word
Tryin’ Lion
Try a word that makes
sense
Does it look
right?
Which strategies are you working on?
I teach the word detective strategies one or two at a time depending on the
level of my group. As soon as they are ready I teach and model another
strategy. The strategies are taught in the order shown on the previous page.
In order to keep up with what strategies each group is working on we have our
Strategy board. I use Velcro to attach the strategy or strategies that the
group is currently working on. Before we begin reading each day we review
the strategies we’ve been working on. It is important for the kids to be able to
vocalize the strategy they used to figure out a word.
Velcro dots
Strategy Cards
Decide how you will use them. Do you want each student to have their own or will you
just have one per group? (I usually have one per group since the whole group is ability
grouped and they are usually all working on the same strategies).
Print on cardstock and laminate and cut out.
Put 7 velcro dots on the strip and a dot on the back of each strategy card.
Teaching with the Strategy Cards
Before we start a new lesson we NAME and talk about the strategies we have been
using in our reading.. It would sound something like this,
Me: “Boys and girls let’s look at the strategy card for your group.
Who can tell me which strategies we’ve learned so far?”
Student: “Eagle eye!”
Me: “ How does eagle eye help us read?”
Student: “He reminds us to look at the pictures.”
After we’ve reviewed the strategies I would introduce a new strategy IF they are ready
Me: “Today I’m going to teach you a new strategy. This is…...
IF DESIRED SEND HOME THE READING STRATEGY CARD YOU TAUGHT
(see page 16)
Suggested Sequence for Guided Reading
Step 1: We talk about and name the strategy we’ve been working on.
Example: Teacher: Boys and girls let’s look at the strategy card
for your group. Who can tell me which strategies we’ve learned
so far? Students: Eagle Eye!
T: How does Eagle Eye help us read?
S: He reminds us to look at the pictures.
Step 2: After you’ve reviewed the previously taught strategy introduce and teach a new one IF they
are ready for it. EX: “Today I’m going to teach you a new strategy.” This is chunky monkey.
He helps us to look for chunks in words. Let me show you how he
helps us.
Step 3: Introduce the new book. Take a picture walk and discuss any words or vocabulary that might be
too difficult for students
Step 4: Students whisper read the book while the teacher conducts a running record on one child.
Step 5: Students reread the text while the teacher leans in to listen. Support is given to help the
students with reading strategies and the cuing systems. Use the cuing cards on pages 87-91 to help
support reading behaviors. Comprehension Questions and/or comprehension work page 77.
Step 6: Word Work I’ve provided some activities starting on pg. 24 Mix it up and make it fun! You can
also see some other samples on page 71
Strategies I’m working on
Eagle Eye
Look at the picture.
Note: Two versions of Stretchy Snake
are included. Choose the one that you
like best.
Stretchy Snake
S-t-r-e-t-ch it out.
Stretchy Snake
S-t-r-e-t-ch it out.
Lips the Fish
Say the first sound.
Chunky Monkey
Look for chunks you know.
Flippy Dolphin
Flip the vowel sound.
Skippy Frog
Read to the end and
come back.
Tryin’ Lion
Try a word that
makes sense.
As you teach a new strategy send the
cards on the following pages home to
keep parents involved in the reading
process. This will give your Littles
practice with explaining the strategies
they are learning.
I learned a new reading
strategy today! Ask me how
Eagle Eye can help me read.
Lips the Fish can help me read.
Stretchy Snake can help me
read.
read.
read.
read.
Chunky Monkey can help me
read.
strategy today! Ask m e how
read.
read.
read.
Skippy Frog can help me read.
Flippy Dolphin can help me read.
Tryin’ Lion can help me read.
can help me read.
Word Work
Activities &
Printables
Stretchy the Snake
and Rub a Dub Sub Word Mats and Activities
can
f r p m
Give each child a laminated work mat and magnetic letters or use the included
*letter tiles to make the words that you have planned. For example, the lesson
above needs the letters m, a, n, c, f, r, p
If your kids still need some help with letter sounds you may want to go over
the letter sounds first.
For example, it might sound like this.
“Show me the letter that makes the /p/ sound.”
The making words portion would sound like this,
©djump2011
“Make the word can. /c / /a/ /n/ can.” Continue with pan, fan, ran. I end with man so that I can
throw in a word that requires them to substitute the ending sound. “Now that you have the word
man, can you make the word map?” If desired complete the Stretchy the Word Snake making
words book.
Elkonan boxes are a great way to help students build phonological awareness by segmenting words
into sounds.
They teach students how to count the number of phonemes in the word (not always the number of
letters). For example, the word shop has 4 letters but it only has three sounds /sh/ /o/ /p/
They help students better understand the alphabetic principle in decoding and spelling.
You can read more about them here: http://www.readingrockets.org/strategies/elkonin_boxes/
and watch an amateur teacher tube video here:
http://www.teachertube.com/viewVideo.php?video_id=107363
s
a
t
**If you are using the letter tiles you may want to copy on cardstock and laminate.
©djump2011
Suggested Skills focus based on reading level
Level AA
Letters and
sounds
Print concepts
Level D
Initial and final
Digraphs
Sh, ch, th
Level H-I
ew, ight, aw, oi,
oy
Level A
Letters & sounds
Two phonemes
Print concepts
Level E
Initial and final
blends
Silent e rule
Level J+
Vowel patterns
Ous, ough,
Endings est, ly,
ful, etc:
Level B
Short vowels
CVC words
(initial sounds)
Level F
Vowel patterns
Y says I and e
Level C
Short vowels
CVC words
(changing B,M,E sounds)
Level G
vowel patterns
ee, ar, ay, oa, or,
ow, ou
For level AA readers you will want to spend time going over letters
and sounds. Much of your time will be spent identifying letters and
producing the sounds they make. When you feel that they are
ready you can introduce making words using two phonemes.
Making Words Lessons Using TWo Phonemes
For Level A Readers
Letters Needed
Words
i, n, o, a
in, on, an
i, t, a, f
it, at, if
i, s, a, m
is, as, am
Print & Go Making Words Lessons Using Three Phonemes
{changing Initial Sounds For Level B Readers }
Mixed up sentences
Letters Needed
Words
Sentence
f, r, p, m, c, n, a
t, f, c, r, s, m, a
fan, ran, pan, man, can
The man ran.
fat, cat, rat, sat, mat
The fat cat sat.
p, t, m, n, s, v, e
pet, met, net, set, vet
My pet has a vet.
m, n, t, p, h, e
men, pen, ten, hen
My hen has a pen.
p, c, h, n, l, o, t
pot, cot, hot, not, lot
The pot is hot.
m, p, c, h, t, o
mop, cop, hop, top, pop
The cop can hop.
{changing Initial Sounds}
Letters Needed
Words
Sentence
p, b, j, r, w, i, g
t, h, s, f, k, b, i
pig, big, wig, rig, jig
The big pig has a wig.
hit, sit, fit, kit, bit
The kid had a fit.
m, b, r, j, h, u, g
mug, bug, jug, rug, hug
The bug is on the rug.
n, c, h, r, u, t
nut, cut, hut, rut
A nut is by the hut.
Materials for making words lessons on pages 29-38
Make one copy for every four students. Make the words on the stretchy the snake word
mat and have then record three of the words in the stretchy word book or in their word
work journal (see page 71). Step 2: Give the students the cut up sentence and have them
read the words and try to put the sentence in order. Glue and illustrate. OPTIONS: Use
magnetic letters or the laminated alphabet letters on pages 51 & 52 and have the students
write the sentence instead of using the typed version.
f
f
f
f
r
r
r
r
p
p
p
p
m
m
m
m
c
c
c
c
a
a
a
a
ran. man The ran. man The
ran. man The ran. man The
t
t
t
t
f
f
f
f
c
c
c
c
r
r
r
r
s
s
s
s
m
m
m
m
a
a
a
a
fat The cat sat. fat The cat sat.
fat The cat sat. fat The cat sat.
p
p
p
p
t
t
t
t
n
n
n
n
m
m
m
m
s
s
s
s
v
v
v
v
e
e
e
e
pet has My vet. a pet has My vet. a
pet has My vet. a pet has My vet. a
p
p
p
p
t
t
t
t
n
n
n
n
m
m
m
m
h
h
h
h
e
e
e
e
hen pen. has My a hen pen. has My a
hen pen. has My a hen pen. has My a
p
p
p
p
c
c
c
c
n
n
n
n
h
h
h
h
l
l
l
l
o
o
o
o
t
t
t
t
hot. is The pot hot. is The pot
hot. is The pot hot. is The pot
m
m
m
m
p
p
p
p
o
o
o
o
c
c
c
c
h
h
h
h
t
t
t
t
cop can The hop. cop can The hop.
cop can The hop. cop can The hop.
b
b
b
b
g
g
g
g
i
i
i
i
p
p
p
p
j
j
j
j
pig wig. big has a The
pig wig. big has a The
r
r
r
r
w
w
w
w
h
h
h
h
b
b
b
b
s
s
s
s
f
f
f
f
i
i
i
i
had fit. The kid a
had fit. The kid a
t
t
t
t
m
m
m
m
b
b
b
b
r
r
r
r
j
j
j
j
h
h
h
h
u
u
u
u
g
g
g
g
bug on rug. The is the
bug on rug. The is the
n
n
n
n
c
c
c
c
h
h
h
h
r
r
r
r
u
u
u
u
t
t
t
t
nut A hut. the by is
nut A hut. the by is
{changing B, M, E Sounds For Level c Readers }
At this level they write the sentence.
Letters Needed
Words
Sentence
man, fan, fun, run, rig
The man has a fun rig.
bug, jug, jog, job
I see a big bug in the jug.
n, o, t, h, u, g
not, hot, hut, hug
It is not hot in the hut.
m, e, b, i, g, t, d, o
met, bet, bit, big, dig, dog
I have a big dog at home.
1
m, a, n, f, u, r, i, g
2
b, u, g, j, o, b
3
4
5
s, t, a, i, c, p, m
sit, sat, cat, cap, map, mat
The cat can sit on the mat.
6
p, g, b, i, j, e, t
pig, jig, big, beg, bet, jet
The big pig is in the jet.
7
h, a, m, j, i, t, o, p
jam, ham, him, hit, hot, top
I like jam on top of my ham.
1
2
3
4
5
6
7
{Initial and final Digraphs For Level D Readers }
At this level they write the sentence.
Letters Needed
Words
Sentence
1
s, h, o, p, i, w , d
shop, ship, wish, dish
I wish I had a big ship.
2
s, h, e, c, a, m
she, sham, mash, cash
She has my cash.
3 c,
h ,i, n, o, p, a ,c, t
chin, chip, chop, cat, catch
I can not catch the cat.
4
t, h, a, t, b, i, n, s, w
that, bath, thin, this, with
I will get in this bath.
5
m, a, t, h, t, p, o
that, path, math, moth
Is that the path?
1
2
3
4
5
a a e e i i
o o u u b c
d f g h i j
k l m n p q
r s t v w x
y
i
f
m
t
z f l a
o u b c
g h j k
n p q r
v w x y
e
d
l
s
z
My Stretchy the Snake Making Words Book
I can stretch words and record the sounds I hear.
Name
©djump2011
My Stretchy the Snake Making Words Book
I can stretch words and record the sounds I hear.
Name
©djump2011
©djump2011
©djump2011
My Rub a Dub Sub Word Book
I can record the sounds I hear in words and write sentences using the words.
Name
©djump2011
My Rub a Dub Sub Word Book
I can record the sounds I hear in words and write sentences using the words.
Name
©djump2011
I can write a sentence using the word I made.
_______________
_______________
_______________
_______________
_______________
I can write a sentence using the word I made.
_______________
_______________
_______________
_______________
_______________
The following activities can be used when teaching word families
and the chunky monkey strategy. Choose the book you want to
use and staple them together. Have the kids use them to record
the words you work on during word work. You will probably only
want to do one page each session
shout
stand
shake
couch
round
My Word
Ladder
Book
©djump2011
My Word
Ladder
Book
©djump2011
My word-a-pillar
word book
Name
©djump2011
My word-a-pillar
word book
Name
©djump2011
©djump2011
©djump2011
Chunky Monkey
Chunky Monkey
Word strategy
Word strategy
Book
Book
Name
Name
These are some of the words that I used the
chunky monkey strategy to read.
These are some of the words that I used the
chunky monkey strategy to read.
©djump2011
©djump2011
Word Work Spinners
The word work spinners on the following pages will encourage your little word
detectives to go back into the text and pay close attention to the words.
Students spin the spinner to determine what the group is looking for.
To prepare- laminate the spinners and add a brad and paperclip. If desired
provide the students with the recording sheets.
Two words that start
the same.
ask
apple
The apple is red.
Sentence using one of the
words.
©djump2011
Find two
words that
start the
same
Find two
words that
end the
same
Find two
words that
have four
letters
Find two
words that
have three
letters
Find two
Choose a
words that
word and
have a
say a word
short vowel that rhymes
Find a word Find two
that has words that
more than have a long
two syllables
vowel
If you like to keep all of your word work in one place
(like I do) Then you will want your littles to have a spiral
notebook. Instead of making booklets I use the
individual pages and glue them into their spiral notebooks
whenever we complete a page. Choose whichever
method works best for you.
Other Examples of Word Work
Elkonin box stamps from Really Good Stuff
{or use the templates from the stretch snake
Book Or use the ones on the following pages.}
Garage sale sticky dots for mixed up sight words. Write
them mixed up and have students peel and stick in order.
Comprehension
Activities &
Printables
Laminate and cut
out the spinner.
Add a brad and a
paperclip.
Have the kids spin
the spinner and tell
you about that
part of the story.
Characters
Problem
Setting
Solution
©djump2011
how
when
what where why
who
Questioning Cube: After you’ve read the story roll the cube to determine which type of question will be
asked. You can ask the questions at first and then gradually release the responsibility of formulating the
questions to the kids.
Somebody
But
Wanted
So
©djump2011
Characters
Problem
Setting
Solution
©djump2011
Wanted
Somebody
the gingerbread
man
to run away
example
But
he let the
fox give
him a ride
So
the fox ate him
Story map
characters:
Solution:
Setting:
problem:
©djump2011
I love to read books about…
My favorite character
©djump2011
Nonfiction Notes
Topic
Fact
Fact
©djump2011
Nonfiction Notes
Topic
Fact
Fact
Fact
©djump2011
Teacher Talk/ Comprehension Cards
Laminate and cut out the cards on the following four pages. Punch a hole
in the upper left hand corner and put them together using a ring.
Use these cards as a reference during guided reading.
Teacher Talk Cards to Support…
Early Reading Behaviors
Self-Monitoring Behaviors
•Read it with your finger.
•Did it match?
•Did you run out of
words?
•Do you think it looks
like?
•Get your mouth ready to
make the first sound and
try reading the word
again.
fish
•You said_________,
if
that word were
fish
________
what would it
start with?
•Where’s the tricky word?
•Which part of the word
makes it tricky?
•Can you find a part you
know?
•Think about the story.
Does that make sense?
Self-correction Behaviors
•You’re close. Try that word
again.
•Something wasn’t quite right.
Read it again and see if you
can fix it.
Guided
Reading
Cards
•You said__________does
that look right?
Sound right? Make sense?
•What can you do to help
your self?
©djump2011
Before Reading
•What schema do you
have about...?
•What do you notice
about the illustrations?
•What do you hope to
find out? (nonfiction text)
During Reading
•What has happened in the
text so far?
•What do you wonder
about... ?
•Why do you
think______ is
happening?
•How do you think the
character feels?
After Reading
Lesson Sequence
•Retell the story.
Introduce new book.
•What questions do you still
have?
Say title and give an overview.
Discuss Schema for the story.
•What did you learn
about________?
Take a picture walk and
introduce new vocabulary.
•Why do you think
_____________?
•What was the author’s
purpose?
Students read/Running record
on one child.
Comprehension check
Word work
This is what I look like when I’m
serious about my reading.
©djump
Three things that help me improve my reading
Thinking about myself as a reader…
Creating Mental Images
Title of Book:
My Image
Evidence from the text
to support my image
__________
__________
__________
__________
__________
©djump
Lesson Plan
Templates &
Running Record
Forms
There are two options for the lesson plan template and
planning calendar sheet. Choose the option that works
best for you. For example, I know that my schedule will
only allow for me to meet with 3 groups a day.
Therefore, I use the second Planning Calendar option
that has a spot for 3 groups.
Guided Reading Groups
Guided Reading Lesson plans for the week of ___________________________
day
Group
Text
Level
Title of Book
Teaching Point
M t
W Th
F
words/vocabulary:
M t
W Th
F
words/vocabulary:
M t
W Th
F
words/vocabulary:
M t
W Th
F
words/vocabulary:
Strategy:
Strategy:
Strategy:
Strategy:
Word Work
date
Guided Reading Lesson plans for Group______________________
Title of Book
Teaching Point
Text
Level
words/vocabulary:
Strategy:
words/vocabulary:
Strategy:
words/vocabulary:
Strategy:
words/vocabulary:
Strategy:
Word Work
Planning Calendar for Guided Reading Groups
Monday
Tuesday
Wednesday
Thursday
Friday
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Monday
Tuesday
Wednesday
Thursday
Friday
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Monday
Tuesday
Wednesday
Thursday
Friday
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Group:
Running Records:
Notes:
Monday
Tuesday
Wednesday
Thursday
Friday
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Notes:
Guided Reading Planning
Monday
Tuesday
Wednesday
Week of:
Thursday
Friday
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Text:
Text:
Text:
Text:
Text:
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Text:
Text:
Text:
Text:
Text:
Group:
Group:
Group:
Group:
Group:
Running Records:
Running Records:
Running Records:
Running Records:
Running Records:
Text:
Text:
Text:
Text:
Text:
Running Records and Reading Notes for_______________________
Date
Title of Book
Text Level
Accuracy
SC
Date
Title of Book
Text Level
Accuracy
Running Record
Running Record
Strategies Observed
Strategies Observed
Notes/Instructional Goals
SC
Group name:
Date
Strategy Focus
Book introduction:
During:
After:
Word Work:
Next Steps:
Book Title and Level
Name:
Date
Book Title and Level
Text Level
Accuracy:
Running Record:
Strategies Observed:
SC:
Reading Levels and Lesson Ideas
Pre Level A
Level A - B
Level C
Phonological Awareness
Rhyming
Sentence segmentation
Syllable blending and segmenting
Onset-rime blending and segmenting
Phonemic Awareness
Phoneme segmenting and blending
Phoneme substitution and manipulation
Concepts about Print
Left to right
Return sweep
Print matching
Letter ID
Letter sounds
Letter names
Letter formation
Oral Language
Speaks in expanded sentences
Connects ideas
Expanded oral vocabulary
Phonological Awareness
Rhyming
Sentence segmentation
Syllable blending and segmenting
Onset-rime blending and segmenting
Phonemic Awareness
Left to right
Return sweep
Print matching
Phonics
Start to use beginning sounds
May start to notice ending sounds.
Vocabulary
Remembers and uses text patterns
Acquires sight words
Comprehension
Uses pictures to check words
Makes connections
Phonemic Awareness
Rereads to self correct
Phonics
Decodes CVC words
Uses beginning and ending sounds to
learn new words.
Vocabulary
Remembers and uses text patterns
Comprehension
Uses pictures and words to make
predictions.
Makes connections
Can retell
Self corrects to make sense
Reading Levels and Lesson Ideas
Level D
Level E
Level F
Phonemic Awareness
Phonics
Uses consonants and blends to decode
words
Uses parts of words to predict and
check meaning
Knows and uses most short vowels.
Vocabulary
Uses vocabulary from the book in
retelling
Comprehension
Uses pictures and words to make
predictions.
Makes connections
Retells
Self corrects to make sense
Fluency
Moves away from finger in text
Learning to read in phrases when
rereading
Phonics
Decodes slightly longer words
Uses long vowel sounds (ay, ea…)
Reads compound words
Vocabulary
Uses new vocabulary
Comprehension
Makes predictions and checks them
Uses words more than pictures
Makes connections across texts
Rereads and checks meaning
Retells
Infers at times.
Fluency
Finger pointing only on hard words
Learning to read in phrases
Sounds more fluent, especial y during
rereads
Phonics
Decodes 2-3 syllable words
Uses long vowel sounds (ay, ea…)
Begins to use vowel +r combinations
Vocabulary
Notices new words and determines
meaning from the text/pictures
Comprehension
Makes predictions and checks them
Uses words more than pictures
Makes connections across texts
Rereads and checks meaning
Retells
Infers at times.
Fluency
Notices punctuation and uses it for
phrasing.
Beginning to use more intonation
Moves more quickly through text.
Date
Title of Book
Signature
Guided Reading Log
Guided
Reading
Labels for spiral notebooks
Guided Reading work
Guided Reading work
Tips on Organizing the Guided Reading
materials
Use a 3 ring binder and dividers.
I have a divider for the planning calendars,
lesson plans and one for each child.
The following pages show you how it is organized
and explain what each form is used for.
This form is the first thing in my notebook. It lists the names of the kids in each group
and tells me who I need to monitor and/or get ready to move to another group.
Visual Grouping on wall by my Table
Students are placed in a color group based on their reading level.
Their names are laminated and I use velcro so that I can easily
move them to a different group when their reading level changes.
Run on colored paper
Planning Calendar for Groups
(Behind First Divider)
This is a great visual for planning which groups I will meet with each day. I color code each group so
that I can make sure I am meeting with them as often as I should. This form also tells me which
student from each group I need to do a running record on each day.
Guided Reading Lesson Plans
You may want to have them all behind one tab or you may choose to have a tab for each
group. It depends on which lesson plan format you prefer.
I prefer to have a tab for each group and use the template that lists one group per page. This
way I can easily see what I’ve been working on with each group.
Running Records and Reading Notes Form
I have a tab for each student. The students are listed in alphabetical order. Each day I do a
running record on one student from each group. After I’ve introduced the story and we’ve
done the picture walk I have the other students read the book quietly to themselves while I do
a running record on the chosen student. I note on the running record any errors that the
student makes and I pay close attention to the reading strategies I observe the student using.
For example, in the running record below the student only used the eagle eye strategy. I noted
in her instructional goals that we need to work on lips the fish.
Student Materials
Each student has their own reading bag. Inside the reading bag they have the reading strategy
card, their word work booklet or spiral, pointer, guided reading log for their parents to sign each
time they take their bag home.
I can find the patterns.
I see
a tree.
I see
a nest.
I can point to each word.
I see
a tree.
I can read the new words.
I see
a nest.
I can read with a talking voice.
I see
a bird.
I can think about the
story.
I can get my mouth ready
to read.
I can stretch the
word.
I can look for chunks
I know.
s a t
ring
I can read the story
again and again.
I can think about the tone.
I can use my face and
hands to show expression.
I can ask myself…
Does it look right?
Does it sound right?
Does it make sense?
Eagle Eye
Look at the
pictures.
Lips the Fish
Say the first
sound.
Lips the Fish
Say the first
sound.
Stretchy Snake
Stretch the
words.
Chunky Monkey
Look for
chunks.
Flippy Dolphin
Flip the vowel
sound.
Skippy Frog
Skip the word
and come back.
Tryin’ Lion
Try a word that
makes sense.
Reading Strategies
Reading Strategies
Eagle Eye
Look at the
pictures.
Stretchy Snake
Stretch the
words.
Chunky Monkey
Look for
chunks.
Flippy Dolphin
Flip the vowel
sound.
Skippy Frog
Skip the word
and come back.
Tryin’ Lion
Try a word that
makes sense.
melonheadz

Stuck on a Word Strategies

Transcription

Similar documents

Hieroglyphics Key

word attack strategies for parents

PUFFADDER BOOMSLANG CAPE COBRA RINKHALS

Crictor Cake

common sound levels and the decibel scale

yamaha`s all new beewee 125 is ready to assault the urban

Understanding Bowel Sounds – QL

Audiogram of Familiar Sounds

FOXPRO CALLERS

RADIO COMMERCIAL