I second Pauline's thoughts. I would also add that I teach the QAR
strategy at the beginning of the year and then we use this and other
test taking strategies to answer questions in a test format throughout
the year.
We teach test taking as a separate genre. Kids need to know how the
This sounds like the old tracking ability model. If you google that,
lots of articles come up. Guided reading may or may not be
specifically addressed. But GR groupings are meant to be flexible so
how would that work if they are tracked?
And my gut feeling is this is bad for kids who have no
I agree with Troy and if you're making the read aloud the minilesson
(modeling how to stop and predict i.e.) then you can also make it an
interactive read aloud with students actively engaged throughout. I do
often break a good, lengthy pic book over 2 days.
Other times , the actual
Chapter 4 - Reading Freedom
Donalyn makes a strong case in this chapter for allowing our
students to develop reading identities. She encourages us to resist
the temptation to teach them how to select books, and allow them
the freedom to develop interests in books. Donalyn describes
I love this explanation and addition to the 5 Finger Rule! I plan to
add this in my toolkit for teaching students how to choose books.
I had a large group of high level readers this past year in 4th
grade. Many devoured Harry Potter and were capable of the reading
(both readability and
I think the original poster hit the nail on the head-the reason kids
hate the letters or don't do as well as we'd like is that it
requires thinking:) They would love to take the easiest way out
(worksheets, tests, etc...) but I want them to learn to think and then
appreciate what they've
We, too, begin our morning meeting time singing and reading poetry.
Each child has a copy for his own Poetry Song folder. And each
song/poem is on a big chart stand. We get lots of uses for these as
Kukonis mentioned. Many minilessons refer back to our songs, lots of
word work but also
Wow Tim! What an eloquent and timely posting it is! So great to get to
the heart of fluency and its relationship to comprehension. Our
district is supposedly dropping DIBELS after this year. I think a lot
of schools jumped on the bandwagon without really investigating it. I
love the
I love this idea! I'm thinking of tying it to s.s. standards and bring
in old time gadgets too.
Linda
On Wednesday, May 2, 2007, at 12:05 AM, [EMAIL PROTECTED] wrote:
Here is a fun activity that I did with my kids that they really
seemed to
enjoy... but if I know you probably
I found the best most comprehensive is the scholastic reading counts
site.
http://src.scholastic.com/ecatalog
On Wednesday, January 3, 2007, at 08:12 PM, Karen Shook wrote:
Here are some I have bookmarked (I haven't used them all recently so I
hope they work)
I'm also teaching grade 2 after teaching 4th for many years. We're in
our 6th week and I feel finally getting into true independent reading.
I do just as you're thinking, I do my gR groups while the rest of the
students are engaged in reading (no centers). They're either reading or
My experience is similar (taught 4th for 7 years) and really wanted a
change but second grade is a whole lot different! I'm merging all the
professional readings that you mentioned. Although I'm chomping at the
bit to get into strategy teaching. This was our 4th week and I just
started
The way we approach this is through the balanced literacy framework
which includes GR during our reading time. It's basically the gradual
release of responsibility model so that reading begins each day with
teacher read alouds (modeling thinking, strategies, etc), moving to
some form of a
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