CURRICULUM EXPECTATIONS
LEARNING TARGETS
| learninggoalsgrade2.pptx |
| learninggoalsgrade3.pptx |
READING DATABASES
RAZ KIDS READING
Teacher code: jdrooker1
http://tiny.cc/razk
SORA VIRTUAL LIBRARY
Student ID: Add a 0 in front of your student ID
For example: 01234567
Teacher ID: Add “1000” in front of your teacher ID
Sora ID (add "1000" to the front): 1000987654
http://tiny.cc/sora
TUMBLE BOOKS
Username: TBD
Password: TBD
http://tiny.cc/tum
BOOKFLIX
Username: TBD
Password: TBD
tiny.cc/bflix
STORY NORY AUDIO BOOKS
http://storynory.com/
Teacher code: jdrooker1
http://tiny.cc/razk
SORA VIRTUAL LIBRARY
Student ID: Add a 0 in front of your student ID
For example: 01234567
Teacher ID: Add “1000” in front of your teacher ID
Sora ID (add "1000" to the front): 1000987654
http://tiny.cc/sora
TUMBLE BOOKS
Username: TBD
Password: TBD
http://tiny.cc/tum
BOOKFLIX
Username: TBD
Password: TBD
tiny.cc/bflix
STORY NORY AUDIO BOOKS
http://storynory.com/
DECODING AND DECIPHERING STRATEGIES
TRY USING MAD GABS TO PRACTICE YOUR DECODING AND DECIPHERING SKILLS
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ELL/EMERGENT READERS
| ell_reading_at_home_program.docx |
Early in my career, I came across the most incredible method of getting young readers to read quickly, accurately and with confidence.
“The Reading Lesson” is a bestselling program that teaches young children to read in 20 easy units. It is designed as a step-by-step course for teachers and parents who want to teach their young children to read at home. The teaching method is based on phonics and key-word recognition, and with its innovative and guided approach, the 20 step-by-step units provide an easy-to-follow recipe for teaching children to read. Developed by pediatrician Michael Levin, the program has also been used successfully for children with disabilities.
I've digitized the book for you below. Simply pause and read the instructions atop each page and have your child follow through on what is asked of them.
I also have scanned the entire book if you’re interested in PDF format. Please let me know!
“The Reading Lesson” is a bestselling program that teaches young children to read in 20 easy units. It is designed as a step-by-step course for teachers and parents who want to teach their young children to read at home. The teaching method is based on phonics and key-word recognition, and with its innovative and guided approach, the 20 step-by-step units provide an easy-to-follow recipe for teaching children to read. Developed by pediatrician Michael Levin, the program has also been used successfully for children with disabilities.
I've digitized the book for you below. Simply pause and read the instructions atop each page and have your child follow through on what is asked of them.
I also have scanned the entire book if you’re interested in PDF format. Please let me know!
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SENTENCE STARTERS FOR READING LOGS
| sentence_starters_for_reading_logs.doc |
GUIDED READING AT HOME
| guided_reading_at_home.docx |
| goodreadersposters.doc |
| guided_reading_assessment_sheet.docx |
| reading_self_assessment_sheet.docx |
| reading_decoding_posters.doc |
| reading_comprehension_rubric.doc |
| reading_comprehension_posters.pdf |
HOW WE GO ABOUT CHOOSING BOOKS
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"FIVE ALIVE" STRATEGY
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WHY RETELL?
Retelling is vital! Retelling fiction or non fiction books on paper or to a friend allows you to explain your understanding of a book. A friend or teacher can answer questions, offer connections and make otherwise 'still' words and information jump off the page. Discussion helps promote understanding!
NON FICTION RETELL STRATEGIES
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TRY TO SUMMARIZE THE NON FICTION TEXT USING THE FOLLOWING GUIDING QUESTIONS:
What was the book's focus/foci?
Summarize some of the key new facts you have learned. (First, Then, Next, Last, etc.)
What text features did the author (s) use AND how did these features assist the reader?
Select one text feature the author chose to include in the book ( _________) and explain how it helped you navigate your way through the information provided. Support with specific proof from the text.
Summarize some of the key new facts you have learned. (First, Then, Next, Last, etc.)
What text features did the author (s) use AND how did these features assist the reader?
Select one text feature the author chose to include in the book ( _________) and explain how it helped you navigate your way through the information provided. Support with specific proof from the text.
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FICTION RETELL APPROACHES/STRATEGIES
GRADE 1
While reading, pause periodically. Draw a picture capturing what took place. Write a sentence describing the picture. Try to use transition words: First, Next, then, last)
or
Answer the following 4 guiding questions:
Who were the main characters in the story?
Where does the story take place?
What was the major problem in the story?
How was the major problem solved in the story?
While reading, pause periodically. Draw a picture capturing what took place. Write a sentence describing the picture. Try to use transition words: First, Next, then, last)
or
Answer the following 4 guiding questions:
Who were the main characters in the story?
Where does the story take place?
What was the major problem in the story?
How was the major problem solved in the story?
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GRADE 2/3
Grade 2 and 3 students retell a story in a succinct way using a paragraph approach.
The paragraph’s body includes answers to the following guiding questions:
Who were the main characters? Describe them briefly.
Where does the story take place? Describe the main setting briefly.
What was the problem?
How was the problem solved?
Grade 2 and 3 students retell a story in a succinct way using a paragraph approach.
The paragraph’s body includes answers to the following guiding questions:
Who were the main characters? Describe them briefly.
Where does the story take place? Describe the main setting briefly.
What was the problem?
How was the problem solved?
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| advanced_4_guiding_question_retell_organizer.pdf |
| fiction_retell_paragraph_writing.docx |
| level_4_fiction_retell_paragraph.docx |
| grade_3_retell_paragraph_organizer.docx |
SWBS:
Somebody
Wanted
But
So
Some stories are complicated with many ‘buts’ and as a result, it doesn’t work perfectly
Somebody
Wanted
But
So
Some stories are complicated with many ‘buts’ and as a result, it doesn’t work perfectly
| swbs.docx |
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| mrsbutkiss.pdf |
| _choose_your_own_adventure_17__the_race_forever__montgomery_r_a.pdf |
| chooseyourownadventure.pdf |
| [brian_robeson_1]_gary_paulsen_-_hatchet__2006__-_libgen.lc.pdf |
| john_bellairs_-_the_curse_of_the_blue_figurine__johnny_dixon_01_-perfection_learning__2004_.epub |
| predicting.docx |
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| questioning_success_learning_target_success_criteria.ppt |
| q_chart_diagnostic_task.pdf |
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| visualizing_rubric.doc |
ONLINE SUMMARIZER
www.intellippt.com
www.intellippt.com
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| notetakingorganizer.docx |
SAMPLE GUIDED READING LESSON
CLASS GUIDED READING TEAMS
BLUE JAYS (PM X - X):
ORIOLES (PM X - X):
RAYS (PM X - X):
WHITE SOX (PM X - X):
DODGERS (PM X - X):
RED SOX (PM X - X):
Guided Reading Group: X
Introduce the lesson focus. The lesson focus is the “Chunky Monkey” decoding strategy.
BLUE JAYS (PM X - X):
ORIOLES (PM X - X):
RAYS (PM X - X):
WHITE SOX (PM X - X):
DODGERS (PM X - X):
RED SOX (PM X - X):
Guided Reading Group: X
Introduce the lesson focus. The lesson focus is the “Chunky Monkey” decoding strategy.
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Having a pencil in hand while reading helps with pointing to the words as they read such that one never loses their spot. The pencil also helps with decoding. When one encounters a challenging word, the pencil can be used to circle any smaller word/chunk within the challenging word that they are familiar with reading. They may also use the pencil to splice the word into chunks. For example: stu/pen/dous. I allow them to write with pencil and erase it subsequent to finishing a book. Encourage and actively look for this trait after explicitly modeling it for them on the first challenging word they encounter.
1) Read the book jacket cover and field students predictions on the text
2) Discuss the genre of the book and establish the lesson focus.
3) Remind students to persevere when encountering a challenging word. Don’t let the word win! They must try various pronunciations and reread if the fluency is lost. They might want to skip it. Read to the end of the sentence and then use the context to help with reading or guessing the word.
4) Have students complete a picture walk through before reading.
5) Consider their fluency (pace, phrasing, expression) and record observations on the comprehensive assessment sheet provided.
6) Students are to place book in their homework bags to continue/review at home.
1) Read the book jacket cover and field students predictions on the text
2) Discuss the genre of the book and establish the lesson focus.
3) Remind students to persevere when encountering a challenging word. Don’t let the word win! They must try various pronunciations and reread if the fluency is lost. They might want to skip it. Read to the end of the sentence and then use the context to help with reading or guessing the word.
4) Have students complete a picture walk through before reading.
5) Consider their fluency (pace, phrasing, expression) and record observations on the comprehensive assessment sheet provided.
6) Students are to place book in their homework bags to continue/review at home.