Transcript Oh, the Things Your Child Will Learn!

Oh, the Things Your
Child Will Learn!
Welcome to Our Seusstastial Kindergarten!
Welcome to Room 104!Calendar Time
Teachers
Desk
Small Group
Reading Instruction
Whole Group Instruction
Rug
Smartboard
Easel
Independent Work Area
Word
Work
Table
(Centers)
Our Weekly Schedule
Time
Monday
Tuesday
Wednesday
Thursday
8:45- 9:05
Morning Welcome and Enrichment Work
9:05- 11:30
Language Arts and Writing
11:30-12:10
Lunch/ Group Bathroom Break
12:10- 12:55
Math
12:55-1:40
PE
Art
PE
Music
1:45-2:15
Intervention/Extension
2:15-2:30
Snack
2:30-2:55
Science/Social Studies or Al’s Pal’s
2:55-3:05
Pack -up
3:05-3:40
Recess
Friday
Library
Our Language Arts Block
 140
minutes of Language Arts Instruction Daily
 Reading Instruction

30 minute whole group
 80 minute small group instruction.
 20
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
minute rotations
Guided Reading Instruction (Small Group)
Word Study Practice, Review and Independent Work
Literacy Centers
 Writing
 Thinking
Maps and Letter Formation
 30 minutes daily
Hats off to Our Staff!
These staff members will or may work with your child:
Mrs.
Wilson - Teacher
Ms. Ferguson – Student Teacher
Mrs. Racanelli- Reading Specialists
Miss Norwood- Intervention and Extension Teacher
Mrs. Wells- Special Education Teacher
Mrs. Umstead and Mrs. Mulder – Class Volunteers
PALS Remediation Teacher- TBD
Stages of Readers
Emergent
Working On:
- Alphabet
knowledge
- Concept of Word
- Language Play
(Phonological
Awareness)
- Sight Words
-
Beginning
Transitional
Working On:
Phonics Instruction
Sight Words
Guided Reading
Concept of Word
Word Study
Working On:
- Fluency
- Word Study
- Supported
Reading
- Sight Words
- Please be mindful that your child’s stage will change as
they progress through out the year.
Literacy Assessments

These assessments determine your child’s reading level and stage.
They are used to group children for small group reading instruction to
best meet their individual learning needs.
Assessment
PALS
https://pals.virginia.edu/parents-child.html
Fountas and Pinnell
http://www.fountasandpinnellleveledbooks.com
/
Writing Sample
http://thinkingmaps.com/
When?
Purpose
- Twice a year (fall and
- Determine child’s
spring- Three times a year, reading instruction and
if below 25th percentile or areas of improvement.
identified in the fall.
- January and May (or as
needed)
- Determine child’s guided
reading level.
- Three times a year.
- Assess areas of strengths
and weakness.
Kindergarten Reading Levels

Think of the alphabet.

In the fall, students should be reading at or above a level A (Pre-Readiness
Reader). By spring, students should be reading at or above a level D (
Preprimer 2).

I will keep in contact with you throughout the year of your child’s reading
levels and progress and it is noted on interims and report cards.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Quarters
1st
Reading Level
A ( Pre- Readiness) or above
2nd
B ( Readiness) or above
3rd
C ( Preprimer 1) or above
4th
D (Preprimer 2) or above
* Many children will meet or exceed the above standards. This
is simply a guide to help you better understand
communications about your child's progression through
reading.
Whole Group Reading Instruction

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

Occurs before small group reading instruction.
Students are exposed to and work on skills listed in the
Virginia Standards of Learning.
Focus on rhyming, concept of word, comprehension,
reading strategies, and expanding vocabulary.
Skills are reinforced again during small group reading
instruction.
Small Group Reading Instruction



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Using assessment data, students are put into guided
reading groups based on their instructional independent
needs.
Students move in and out of group’s pending growth in
reading levels.
Each rotation lasts 20 minutes: Guided reading, word
study review and practice, and literacy centers.
The next three slides show sample lesson plans for these
reading groups based on the groups reading stage:
emergent, beginning, or transitional.
Emergent Reading Instruction
Component
Time
Activity
Comments
ABC Tracking: Students will recite and point to ABC chart
and find letters and sounds (m, a, f, t).
Alphabet &
Beginning Sounds
Developing
Concept of
Word*
Letter Recognition and Letter Sounds: Font sort with Mm
10-12
and Tt. Students will say the letter sound and place the
minutes font under Mm or Tt.
 Can write the letter/sound?
Story, poem, OR song title: Tap Your Toe
 Easy / hard to memorize
 Tracking was accurate / needed
support
 No. of times read: 1 2 3 ___
 COW activity was: easy / hard
COW Activity:
1. Model reading and pointing the rhyme.
2. Choral read rhyme.
5-10
3. Students take turns reading on the chart paper 2-3 times
minutes pointing at the words as they read.
4. Students will be given individual copies. Students will use
the stickers placed under the words as stepping stones to
help them finger point as they read.
5-10
minutes
 Identify the letter/s/:
 Identify the sounds:
 Sort correctly & automatically
Writing (2-3x/week): Practice writing Mm and Tt on dry
erase boards.
Phonological awareness task: (circle one)
Listening Rhyme Words/Sentences Syllables
Sounds
Language Play
(Phonological
Awareness)*
 Say letters automatically?
 Track letters accurately?
Initial/Final
Phonological awareness task was
easy / hard / just right?
Title of Book/s/: Silly Sally By: Audrey Wood
Reading of book: 1st
Activity: Read and rhyme. Mask rhyming words in this
familiar read-aloud with a post-it. Students will supply the
rhyming word, as I reread the story. If students are stuck on Other:
the word, I will reveal the first letter to help them figure out
the rhyming word.
2nd 3rd
Beginning Reading Instruction
Lesson Plan
Fluency
(3-5 minutes)
Description of Activities
Re-read 1-2 books:
 Students can chose 1 book from box.
Text copy: The Picnic (Level B)
Comments
# of words
missed
Sight Words:
Word hunt in The Picnic: Find go, in, on, the, who
WORD STUDY:
Phonics & Sight Words
Use 1-2 activities daily
(10-12 minutes)
Guided Reading
(7-9 minutes)
Phonics Activity:
Sound boxes (Push & Say It): op, ot words. Use two boxes side. Call
out: hop, pop, dot, not, top, mop, pot, hot, cop, got
Easiest book:
Examples of errors (if any):
Ready for text copy:
Sight Words:
Added ____# of words:
Unknown words:
Words were easy / hard for
students. Examples:
Phonics activity:
Words were easy/ hard for
students to read/ write:
Examples:
Book (level): I Can Hop (Decodable Book Reading A-Z)
Unfamiliar concepts/words for
1. Read title & discuss cover together.
student before reading:
2. Introduce the text: Picture walk the first two pages. Point out the
word “dots” and how the s at the end means more than one dot.
New book was easy / hard:
3. Set a purpose for reading: Let’s find out the items the rabbit can
and cannot hop on. Remember to use your magic finger to point to
Examples of difficult words:
words.
4. Students read the book.
Response activity was easy /
5. Response activity:
hard:
 Writing: Dictate: I hop on the (mop OR pot) said ___________.
Transitional Reading Instruction
Component
Fluency
(5-7 minutes)
Type of Activity
 Reread 2-3 pages from Henry and Mudge and the Long Weekend
“Wet Yuck”. Find two long e words on page 6 of “Wet Yuck”.
Choose 1 daily:
 Picture & word sort: Assign buddy sort ee, ea, e_e word sort to be
Word Study
completed after group.
 Analogy: If I know __ then I also know ___... Do one of the week’s sort
(5-10 minutes)
words together on dry erase boards.
Before Reading/Writing: 2 min.
Activate prior knowledge: “Bored”: discuss what things you might do
if you can’t go outside. Have you ever played inside before on a
yucky day?
Supported Reading Introduce the text: discuss what bored means and what you might
do if you are bored. Have you ever been bored?
and
Set purpose for reading: Predict what Henry and Mudge will do to
Writing
(10-12 minutes)
solve their problem of being bored. Read to find out.
Title: Henry and Mudge During Reading/Writing: 8 min.
and the Long
Monitor & support students’ reading (meaning & strategy use): Stop
Weekend (S.
every 2 pages to confirm or change prediction. Make a new
prediction.
Stevenson)
Level: mid-2nd (Guided
Reading J; DRA 16)
After Reading/Writing: 5 min.
Meaning check: Write a summary together on chart paper with
students using the frame, “Somebody Wanted But So…” Assign next
chapter to read. Complete the frame with your assigned partner
independently.
Comments
Comment on student’s reading.
Expressive, monotone, uses
punctuation correctly, choppy,
word by word, phrases.
Words were easy/ hard for
students to read/ write:
Examples:
Prior knowledge was: limited /
average / extensive
Note any unfamiliar words:
Meaning Check: limited ; avg. ;
extensive understanding of text
Observed strategy/ies/:
Written response comments: ___
communicate clearly (with /
without prompts)__ ___uses
capitals ___ uses punctuation
Word Study Practice and Review
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Word Study and high frequency word practice.
Word Study Activities:
 Word Manipulation – Start with one word and change
beginning and ending sounds.
 Dictated Sentences
 Written Sort
 Draw Pictures
 Circle Maps
To learn more about Word Study Click here (It’s not what spelling used to be)!
http://literacyconnections.com/WordStudy.php
http://www.readingrockets.org/article/word-study-new-approach-teachingspelling
High Frequency Word Activities:
 Bingo
 POP – Student pulls out card and reads word. If read correctly, keeps it. If
not, goes back in the bucket. If pulls out POP, all words go in the bucket.
 Read and Write
 Differentiated Games
http://www.atozphonics.com/highfrequencywords.html
Literacy Centers
Students rotate daily to a new station. Station
materials are color coded by the different groups based on
their independent levels.
 Listening
– Listen and read along with i Pod shuffles. Draw or
write (based individual ability) about the story for
comprehension practice and give the story a rating.
 Computer Center- ABC Mouse, Star Fall, ABCYA etc.
 Writing – Differentiated to meet student independent learning
needs with letter formation, writing to become an author and
illustrator.
 Reading Center- Library, poetry, Big Book, retelling and Nonfiction.
 Word Work Center- Play doe, ABC, Pokey pinning, Detective,
puzzles.
*Other special centers will rotate to meet student learning needs.
Sample Guided Reading Activity
This poem would be used
with emergent readers to
build concept of word.
Students would listen and
watch modeling of how to
read. Then, take turns
reading poem to the
group and independently.
This poem focuses on
sound and recognition of
the letter T.
Sample Word Study Activity
Each reading group will
work on a word study list
for the week. The word lists
are determined by your
child’s instructional needs.
Below is a word sort for a
transitional speller.
-an -ap
ran nap
man tap
tan
lap
van gap
can map
cap
-at
cat
hat
fat
mat
sat
bat
Sample Literacy Center Activity
The listening center is where students will listen and read along with a book.
Afterwards, students will rate, write, and draw about the story. Various leveled
response sheets are provided for different learners. Here are two samples of
different leveled sheets and more are provided at the station.
Thinking Maps- Writing Instruction
Amherst County Public Schools has adopted Thinking Maps as our foundational expectation
for grades K-12. This is an exciting change! This means that your child will learn and use tools
to write in all continent areas using the same methods as their understanding and
knowledge grows so will their thinking maps. There are 8 different types of maps and they
are pictured below.
What are Thinking Maps?

Visualizing our thinking allows us to have a
concrete image of our abstract thoughts. Visual
representations enhance the brain's natural ability
to detect and construct meaningful patterns.
Thinking Maps reduce anxiety by providing familiar
visual patterns for thinking and working with complex
ideas and situations.
To learn more click here
http://thinkingmaps.com/
What can you do to help?
“Research demonstrates
that when parents and
teachers partner
together, at-risk student
achievement increases”
(Darling, 2005).
 Read
to your child every night.
 Have your child read the book that is sent home.
 Practice word study through reading and spelling.
 Ask your child questions about their school day allowing them
to recall their day and details.
 Encourage your child to write and illustrate their own stories.
Hopes and Dreams
References
Darling, S. (2005). Strategies for engaging parents in home support of
reading acquisitions. The Reading Teacher,58(5), 476-479. doi:
10.1598/RT.58.5.8.
Gwaltney-Thacker, S. (2011). Blank Emergent Reader Template[PDF
document]. Retrieved from Class Lesson 7 Online Web Site:
https://collab.itc.virginia.edu
Gwaltney-Thacker, S. (2011). Blank Beginning Reader Template [PDF
document]. Retrieved from Class Lesson 7 Online Web Site:
https://collab.itc.virginia.edu
Gwaltney-Thacker, S. (2011). Blank Transitional Reader Template [PDF
document]. Retrieved from Class Lesson 8 Online Web Site:
https://collab.itc.virginia.edu