Kindergarten through 5th grade
Mr. Riddick 4th/5th Grade
Planning and Organizing Reading Instruction Based on Ongoing Assessment
- Conducting ongoing assessment of reading development
- Planning, organizing, and managing reading instruction
- Library time
- Running record
- Print rich classroom library
- 16 books per child
- Reading Center
- Writing Center
- Students/Parents receive at the beginning of each week:
· Schedule of class instruction
· Homework for the week
- Students/Parents receive at the end of each week
· Tests/Quizzes taken
· Weekly progress report
- Ongoing assessments of reading development
Developing Reading Comprehension and Promoting Independent Reading
- Exposure to a variety of genre
- Students retell, gain meaning from reading all types of books.
- Shared, guided, and independent reading
- Read Aloud
- What are your favorite parts?
- Literature circles - Students form reading groups. Each student has a task:
2) Travel Chaser
3) Literary Consultant
4) Discussion Director
- What is the message of the book?
- Become a detective looking for clues.
- Recall what is happening.
- What is the character thinking?
- What would you do as the character?
- Become a strategic reader:
· Make predictions
· Ask Questions
· Make Connections
Developing Phonological and Other Linguistic Processes Related to Reading
- Vocabulary Development
- Vocabulary Strategies
· context clues – using words around the word to identify the meaning.
· word structure – use roots and affixes to determine the meaning of a word
· apposition - meaning is given after the word
- Phonemic awareness
- Dictation & spelling w//alphabet cards
- Open Court blending
- Stop/clarify unfamiliar words
- Word study
- Clues and problems notes –
· Clues - students identify words that give them a clue to the story in clues section
· Problems – write difficult problems in the problem section
Supporting Reading Through Oral and Written Language Development
- Reading Logs – students write responses in reading logs after they read each chapter.
- Creating Projects – students extend their knowledge by creating a project linked to a story read.
- Author study – Students write letters to the author to ask him/her about how he thought of the idea for the story.
- True or False Projects: A student reads a fact aloud and classmates decide whether the fact is true or false.
- Write a short story using as many vocabulary words as possible.
- Student Journalists – One student interviews while another student pretends they are the character.
- Simulated Journals - Write from the Point of View of the Character:
· assume the voice of the character
· share viewpoint of character together
- Summarize important details
· SOMEBODY – (main character)
· WANTED – (somebody wanted)
· BUT – (but then...)
· SO – (so this happened)