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GUIDED READING
Each team meets with the
teacher 3-4 times a week. Reading strategies are practiced and reinforced
during each reading team session. As a student's reading level changes, he/she
will move to a team that best meets his/her reading needs. While reading teams
are in session, other students are involved in the following independent
literacy activities:
READING TO YOURSELF
The best way to become a
better reader is to practice each day with “just-right” leveled readers.
READ TO SOMEONE --
LISTEN TO SOMEONE READING
Reading to someone allows
for more time to practice strategies and share in the learning community.
WORK ON WRITING
Just like reading, the
best way to become a better writer is to practice writing each day.
LISTEN TO READING
We hear examples of good
literature and fluent reading. We expand our vocabulary and work on our
comprehension.
COMPONENTS OF THE
BALANCED LITERACY PROCESS USED IN MY CLASSROOM ARE STRUCTURED ACCORDING TO THE
DAILY 5 by Gail Boushey & Joan Moser
READING STRATEGIES
To become an independent
reader, students may use the following reading strategies to solve unknown
words:
Look for a picture clue
Get your mouth ready and
start the beginning sound(s)
Think about the story and
what makes sense
Go back and reread the
sentence
Look for a part of the
word you know
Skip the word and read on
for a clue
Try a word that makes
sense
Does the word look right
that you said
Self-correct when you have
made an error
HOW A PARENT CAN
SUPPORT THEIR CHILD'S LITERACY
Can We Talk About
The Story?
When you see the
cover/title, start a conversation. For example, "Oh, look at the dog. He
looks naughty. Remember when Fido used to chew on our shoes? Do you remember
what we had to do?"
If your child stops in the
middle of their reading to say what may sound like an off-topic remark, give
them a chance. Many times what the child is reading will remind them of
something from their own life. ("Just like when we had to take Fido to dog
school.")
When children make
connections from their reading to their lives, it shows that they are making
meaning. This is a great thing!
Remember, the child who
can't carry on a conversation about their reading probably didn't understand
what they read!
WHEN YOUR CHILD
FINISHES READING THE BOOK, CONTINUE THE CONVERSATION. YOU COULD ASK QUESTIONS
LIKE:
"What was your favorite
part?" OR
"Does that story remind
you of our family?" OR
"What would you do if you
were the dog's owner?"
Don't worry if your child
finds this tricky at first. This is a tough skill to learn! But, with your
support at home, your child will show that he/she can make meaning when they
are reading!
Most importantly, READ,
READ, AND READ SOME MORE! You are the model the children will follow!
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