Back to Mr. Riddick                                                             Back to Riddick Parents

        

Logo

 

Kindergarten through 5th grade
14500 Dyer St.
Sylmar, California

Tel.(818) 367-1932
Fax (818)364-1913

 

Mr. Riddick 4th/5th Grade

 

 

 Balanced

 

Literacy

 

Program

 

 

 

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

 

-          Comprehension

-          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:

1)      Summarizer

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

·         Clarify

·         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

-          Spelling

-          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)