I like the read aloud approach with the community writing. In my class, it looks like this: I introduce the book with a copy for each kiddo in front of them. We all share back ground knowledge (and practice prediction and book parts). Then we read the book as a group, I have one that knows some words and he starts us off (the first words are usually cvc). Everyone points to the words and reads aloud. The first day we read it all the way through without stopping. Then we all take turns (everyone is included) composing a summary. We read the same story several days in a row the same way then volunteer reading a page at a time toward the end. Our assessment is main idea, characters and setting, sequencing, cause and effect and continue the story with an "and then" writing. They really like it and we are making steady progress.
I keep going back to the training I received at reading recovery. It made sense and students do succeed so that is my classroom style. But sometimes we can't just do one on one, so then the schools guided reading approach has been the second choice for me. Reading recovery schedule: practice read a known book go over glued sentence from day before do running record on book introduced day before go over strengths/areas for focus and self evaluation of reading working with letter identification and word parts introduce new book: walk-through and first reading focus on new words, reading strategies, etc write a story (sentence) hearing and recording sounds reconstructing the cut up story writing a story I love this system!!!Thank you Marie Clay!! Then there are times I have to do small group lesson. I still like the small guided reading group plan day 1 familiar reread intro to new book/strategy talk sentence writing to support new book. New book walk-through first read day 2 familiar rereads/strategy talk strategy review/second read/strategy talk praise/ here is running records quick comprehension discussion word work, usually based on issues of this book reread book then rotate day 1 & 2 These students have work to read one or two books each night and an assignment to assist with new skills. I usually have a day every so often to have student reread and say good by to book. Then follow about evaluative comments on book(s) we have read. This is generally a paragraph about the quality and effect of book to reader.
The running records gives lots of info on reading and styles and where they are at in reading. The writing days of evaluation are the total focus on comprehension and what a book does for us. This is also great writing assessment information. Truth is that many times we get distracted due to student need or interest and usually about once a week or so, we are working for their interest. I like them to choose between two or three books to read individually or the group. I find this buy in makes tremendous differences in attitude and learning growth.
Before I started SpellRead I did alot of guided reading. We began with building background knowledge, making predictions, and introducing unknown or tricky vocabulary. Sometimes I would read the book one time through and then we would partner read, echo read, or just take turns reading. I would have "during" questions prepared as we went through the book, then follow up with questions and conversation about the book at the end. We would use the book to do repeated readings, recorded readings, and lots of other indicator/goal work. Now that I use SpellRead it iis a little different. The books come with guided questions, which I use. The only difference is that I don't do repeated readings and their first read is basically a cold read. I don't really like those aspects of the reading but I think the kids do. They love having a new book every day or two. Sometimes I deviate from the SpellRead active reading part by drawing a book out longer with activities to support my goals, such as cause/effect or whatever the target is. If I just rely on the active reading book guides I don't feel like they will get enough instruction and practice on specific areas. I used to try to do a read aloud but I think all 3 of my grade levels do read aloud when my kids are in their rooms so I don't do it anymore.
I have such curiousity of the SpellRead program. It sounds so good. I like that you divert a bit, shows such creativity and good teaching. I like the and then prompt also. The only problem I have is sometimes they really like to go off topic on me with that. Liked your report.
Dot, I'm glad you think it shows creativity and good teaching. I'm not sure the SpellRead people would agree! I am always interested in the Reading Recovery that I hear about. I think it just really helps to have a program that you can stick with and use every day.
I like the guided reading part. I feel it really helps my students be able to form opinions and share. When it comes to writing I like them to write on their own but with some of my kids its just not going to happen.
The instruction in my room has changed to an extent since I have started the SpellRead program. However since we are a school on watch I have to get the standards in there. The first thing I teach is vocabulary. When doing the vocabulary I include skills such as context clues and word structure. I also use a graphic organizer to help with this too. I then ask students guided questions about predicting and text features. Before I have any students read the book I do. I think this will help them with how the story sounds fluent. Then the students all get a turn at reading a page before I start asking the questions about character, setting, cause/effect, compare and contrast and so forth. We read the book every day for a week to help build fluency as well as help build skills that the standards test. On Tuesday the last 10 minutes of class I have a writing topic. As a class we discuss the topic and write keywords on the board. On Wednesday and Thursday we normally do a graphic organizer working on a key concept addressing the state standards. Then on Friday we normally take a comprehension test or AR quiz on the book.
Dot, I think SpellRead is a good program for those kids that need phonics help. However if the students are reading and don't need phonics help I really don't think it would benefit the student in learning. Your program sounds as though it works well. My students have a hard time with the and then writing too they get off topic.
Rae Lynn, I think you are right a program that we can stick with with everyday does help our students.
TONYA I LIKE THE DETAIL OF WHAT YOU DO. I THINK WE ALL ARE ACTING LIKE SCHOOLS ON THE WATCH. IT IS THE REALITY OF OUR TIMES. YOU HAVE SUCH CLEAR DIRECTIONS. USING THE GRAPHIC ORGANIZERS ARE SO GOOD ON OUR KIDDOS. IT REALLY GIVES THE VISUAL FOR US.
SORRY I FORGET ABOUT NOT SETTING CAPS. MAYBE IT WAS THE EXCITEMENT AND JOY OF OUR DISCUSSIONS. I SURE AM LEARNING LOTS THIS YEAR.
Tonya, Is that the way you use the SpellRead books? I like the way you are using them to do more than just reading a book a day. It sounds like a really good plan that addresses the standards deeper than just answering the questions provided.
Tonya - I agree with Dot about the graphic organizers. They are wonderful tools that help all children learn. Seeing things in a visual way often helps aid understanding of concepts.
I use the SFA reading program. It is tailored to all abilities. Students are grouped according to ability. When reading the shared stories provided by the program I use the following format: 1. Introduce the story. Take a picture walk. Think-pair-share to make predictions about the story. 2. Introduce sight words, challenge words, and words that can be sounded out. Clarify any vocabulary that may be difficult for students. Use think-pair-share to see if any students can explain vocabulary words. 3. Students take turns reading the new words that are introduced. Then students take turns reading pages in the story. One student reads a page then the other retells using complete sentences. Then students read the page aloud together and focus on fluency. This process is repeated for each page. (As students advance in the curriculum the stories get longer and are broken into segments. So they may not read the whole story on one day - they will only read the segment that is for that day.) 4. After reading, students answer one story question and one vocabulary question. For the story question they must find and underline the sentence stem and use it to write their answer to the question. 5. For each story students have a page they practice reading for fluency. On the last day we read the story (the fourth day) they will read aloud for fluency and we track their words per minute. Students really like to practice and love to see how much progress they make by practicing. 6. Students come together into assigned teams. A story is read aloud that relates to the shared story they are reading with their partners. Think-pair-share is used to make predictions and have discussions about the story. Every day this story is discussed in different ways. Students might pass the book around and retell each page themselves or the teacher might lead a discussion focusing on characters, plot, and theme. 7. Writing is done every day. The writing focuses on using new vocabulary from the stories. Students use complete sentences and as they advance in the curriculum are able to write topic sentences, supporting sentences, and closing sentences. This is my first year teaching SFA and it really is awesome. The special education students I have make huge strides. There are times when I feel they "hit a wall" and this can be frustrating. We have a great team here and we have been really creative this year in coming up with interventions to use with struggling students. The idea is to put interventions in place to support without pulling the students out of the team environment.
Before the Spell Read Program my guided reading was set up around two different books per week. I pulled them off the reading a-z web site. I would do one decodable and teach that particular phonics component and teach one for vocabulary and state standards. Since teaching Spell Read I get to dive more into the phonics part. I wish I could spend a little more time on breaking apart a book and really enjoying a story with the kids. My kids have all made great progress on the Spell Read Program.
The aspect that really stuck out for me in chapter 5 was the writing portion. Before Spell Read I was really lacking in that. I had my students write, but never enough. A teacher I taught with in the past was phenomenal with this. She would have her student read a chapter or small book and in his journal have a question already written in. She would also reflect on his previous writing. I think this was his favorite thing. A kid who had a hard time reading and writing looked forward to writing about what he was reading. I need to work harder on making writing a priority and connecting it to the reading process.
Side note, the student I spoke about has now been dismissed from Sp Ed services.
Rae Lynn Yes that is the way I use the SpellRead books. An thank you for the excitement DOT. Teresa you strike my interest with SFA reading program. I also like the underling of the stem sentence. I think that is very helpful with answering questions.
I like the read aloud approach with the community writing. In my class, it looks like this:
ReplyDeleteI introduce the book with a copy for each kiddo in front of them. We all share back ground knowledge (and practice prediction and book parts).
Then we read the book as a group, I have one that knows some words and he starts us off (the first words are usually cvc). Everyone points to the words and reads aloud. The first day we read it all the way through without stopping. Then we all take turns (everyone is included) composing a summary.
We read the same story several days in a row the same way then volunteer reading a page at a time toward the end. Our assessment is main idea, characters and setting, sequencing, cause and effect and continue the story with an "and then" writing. They really like it and we are making steady progress.
I keep going back to the training I received at reading recovery. It made sense and students do succeed so that is my classroom style. But sometimes we can't just do one on one, so then the schools guided reading approach has been the second choice for me.
ReplyDeleteReading recovery schedule:
practice read a known book go over glued sentence from day before
do running record on book introduced day before
go over strengths/areas for focus and self evaluation of reading
working with letter identification and word parts
introduce new book: walk-through and first reading focus on new words, reading strategies, etc
write a story (sentence)
hearing and recording sounds
reconstructing the cut up story
writing a story
I love this system!!!Thank you Marie Clay!!
Then there are times I have to do small group lesson. I still like the small guided reading group plan
day 1
familiar reread
intro to new book/strategy talk
sentence writing to support new book.
New book walk-through
first read
day 2
familiar rereads/strategy talk
strategy review/second read/strategy talk praise/ here is running records
quick comprehension discussion
word work, usually based on issues of this book
reread book
then rotate day 1 & 2
These students have work to read one or two books each night and an assignment to assist with new skills.
I usually have a day every so often to have student reread and say good by to book.
Then follow about evaluative comments on book(s) we have read. This is generally a paragraph about the quality and effect of book to reader.
The running records gives lots of info on reading and styles and where they are at in reading.
The writing days of evaluation are the total focus on comprehension and what a book does for us. This is also great writing assessment information.
Truth is that many times we get distracted due to student need or interest and usually about once a week or so, we are working for their interest.
I like them to choose between two or three books to read individually or the group. I find this buy in makes tremendous differences in attitude and learning growth.
strategy review
Before I started SpellRead I did alot of guided reading. We began with building background knowledge, making predictions, and introducing unknown or tricky vocabulary. Sometimes I would read the book one time through and then we would partner read, echo read, or just take turns reading. I would have "during" questions prepared as we went through the book, then follow up with questions and conversation about the book at the end. We would use the book to do repeated readings, recorded readings, and lots of other indicator/goal work.
ReplyDeleteNow that I use SpellRead it iis a little different. The books come with guided questions, which I use. The only difference is that I don't do repeated readings and their first read is basically a cold read. I don't really like those aspects of the reading but I think the kids do. They love having a new book every day or two. Sometimes I deviate from the SpellRead active reading part by drawing a book out longer with activities to support my goals, such as cause/effect or whatever the target is. If I just rely on the active reading book guides I don't feel like they will get enough instruction and practice on specific areas.
I used to try to do a read aloud but I think all 3 of my grade levels do read aloud when my kids are in their rooms so I don't do it anymore.
I like the idea of using an "and then" prompt for writing. I am going to try that with my kids because they have a hard time deciding what to write.
ReplyDeleteI have such curiousity of the SpellRead program. It sounds so good. I like that you divert a bit, shows such creativity and good teaching. I like the and then prompt also. The only problem I have is sometimes they really like to go off topic on me with that.
ReplyDeleteLiked your report.
Dot, I'm glad you think it shows creativity and good teaching. I'm not sure the SpellRead people would agree!
ReplyDeleteI am always interested in the Reading Recovery that I hear about. I think it just really helps to have a program that you can stick with and use every day.
I like the guided reading part. I feel it really helps my students be able to form opinions and share. When it comes to writing I like them to write on their own but with some of my kids its just not going to happen.
ReplyDeleteThe instruction in my room has changed to an extent since I have started the SpellRead program. However since we are a school on watch I have to get the standards in there. The first thing I teach is vocabulary. When doing the vocabulary I include skills such as context clues and word structure. I also use a graphic organizer to help with this too. I then ask students guided questions about predicting and text features. Before I have any students read the book I do. I think this will help them with how the story sounds fluent. Then the students all get a turn at reading a page before I start asking the questions about character, setting, cause/effect, compare and contrast and so forth. We read the book every day for a week to help build fluency as well as help build skills that the standards test. On Tuesday the last 10 minutes of class I have a writing topic. As a class we discuss the topic and write keywords on the board. On Wednesday and Thursday we normally do a graphic organizer working on a key concept addressing the state standards. Then on Friday we normally take a comprehension test or AR quiz on the book.
Dot, I think SpellRead is a good program for those kids that need phonics help. However if the students are reading and don't need phonics help I really don't think it would benefit the student in learning. Your program sounds as though it works well. My students have a hard time with the and then writing too they get off topic.
ReplyDeleteRae Lynn, I think you are right a program that we can stick with with everyday does help our students.
TONYA I LIKE THE DETAIL OF WHAT YOU DO. I THINK WE ALL ARE ACTING LIKE SCHOOLS ON THE WATCH. IT IS THE REALITY OF OUR TIMES.
ReplyDeleteYOU HAVE SUCH CLEAR DIRECTIONS. USING THE GRAPHIC ORGANIZERS ARE SO GOOD ON OUR KIDDOS. IT REALLY GIVES THE VISUAL FOR US.
SORRY I FORGET ABOUT NOT SETTING CAPS. MAYBE IT WAS THE EXCITEMENT AND JOY OF OUR DISCUSSIONS. I SURE AM LEARNING LOTS THIS YEAR.
Tonya,
ReplyDeleteIs that the way you use the SpellRead books? I like the way you are using them to do more than just reading a book a day. It sounds like a really good plan that addresses the standards deeper than just answering the questions provided.
Tonya - I agree with Dot about the graphic organizers. They are wonderful tools that help all children learn. Seeing things in a visual way often helps aid understanding of concepts.
ReplyDeleteI use the SFA reading program. It is tailored to all abilities. Students are grouped according to ability. When reading the shared stories provided by the program I use the following format:
ReplyDelete1. Introduce the story. Take a picture walk. Think-pair-share to make predictions about the story.
2. Introduce sight words, challenge words, and words that can be sounded out. Clarify any vocabulary that may be difficult for students. Use think-pair-share to see if any students can explain vocabulary words.
3. Students take turns reading the new words that are introduced. Then students take turns reading pages in the story. One student reads a page then the other retells using complete sentences. Then students read the page aloud together and focus on fluency. This process is repeated for each page. (As students advance in the curriculum the stories get longer and are broken into segments. So they may not read the whole story on one day - they will only read the segment that is for that day.)
4. After reading, students answer one story question and one vocabulary question. For the story question they must find and underline the sentence stem and use it to write their answer to the question.
5. For each story students have a page they practice reading for fluency. On the last day we read the story (the fourth day) they will read aloud for fluency and we track their words per minute. Students really like to practice and love to see how much progress they make by practicing.
6. Students come together into assigned teams. A story is read aloud that relates to the shared story they are reading with their partners. Think-pair-share is used to make predictions and have discussions about the story. Every day this story is discussed in different ways. Students might pass the book around and retell each page themselves or the teacher might lead a discussion focusing on characters, plot, and theme.
7. Writing is done every day. The writing focuses on using new vocabulary from the stories. Students use complete sentences and as they advance in the curriculum are able to write topic sentences, supporting sentences, and closing sentences.
This is my first year teaching SFA and it really is awesome. The special education students I have make huge strides. There are times when I feel they "hit a wall" and this can be frustrating. We have a great team here and we have been really creative this year in coming up with interventions to use with struggling students. The idea is to put interventions in place to support without pulling the students out of the team environment.
Before the Spell Read Program my guided reading was set up around two different books per week. I pulled them off the reading a-z web site. I would do one decodable and teach that particular phonics component and teach one for vocabulary and state standards. Since teaching Spell Read I get to dive more into the phonics part. I wish I could spend a little more time on breaking apart a book and really enjoying a story with the kids. My kids have all made great progress on the Spell Read Program.
ReplyDeleteThe aspect that really stuck out for me in chapter 5 was the writing portion. Before Spell Read I was really lacking in that. I had my students write, but never enough. A teacher I taught with in the past was phenomenal with this. She would have her student read a chapter or small book and in his journal have a question already written in. She would also reflect on his previous writing. I think this was his favorite thing. A kid who had a hard time reading and writing looked forward to writing about what he was reading. I need to work harder on making writing a priority and connecting it to the reading process.
Side note, the student I spoke about has now been dismissed from Sp Ed services.
Rae Lynn Yes that is the way I use the SpellRead books. An thank you for the excitement DOT. Teresa you strike my interest with SFA reading program. I also like the underling of the stem sentence. I think that is very helpful with answering questions.
ReplyDelete