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Things to Remember

Things to Remember. Developed By Sandi Jordan March, 2009. Bonding With Children. “The strongest predictor of reading achievement is the quality of student-teacher relations. Once our students bond with us and trust us, anything is possible.” Regie Routman Reading Essentials.

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Things to Remember

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  1. Things to Remember Developed By Sandi Jordan March, 2009

  2. Bonding With Children “The strongest predictor of reading achievement is the quality of student-teacher relations. Once our students bond with us and trust us, anything is possible.” Regie Routman Reading Essentials

  3. How Do I Start To Bond With My Students? • Show them we care about them. • Listen to them. • Celebrate their efforts and accomplishments. • Provide optimal learning conditions. • Make sure they succeed from the first day • Value them as individuals. Regie Routman Reading Essential Want to know more about bonding? Read More Than Meets the Eye By Donna Skolnick

  4. Building A Community of Learners • Start slowly to build a community of readers/writers. This takes time and a great deal of patience. • Start each day with a purposeful read aloud. It’s the fastest way to know your students. Want to know about great read alouds? Read Learning Under the Influence of Language andLiterature by Lester Laminack.

  5. Introduce the Morning Meeting • It sets the tone for the rest of the day. • It allows us to start each day as a community of caring respectful learners. • Morning Meetings create a climate of trust. The Morning Meeting Book by Roxann Kriete

  6. Morning Meeting Format • Greeting: Children greet each other by name, often including a handshake, clapping, singing and other activities. • Sharing: Students share some news of interest to the class and respond to each other. • Group Activity: The whole class does a short activity together. • News and Announcements: Students develop language skills and learn about the events of the day ahead by reading and discussing a daily message.

  7. Formal Assessments Dominie Portfolio Assessment Vital Indicator of Progress -- VIP MAP Data (Grades 2-5 Writing Samples Dated and Scored Informal Assessments On-going Running Records Reading Conferences Writing Conferences Getting to Know Your Students

  8. Getting to Know Your Students Reading /Writing Interviews-A brief survey about the student’s interests in reading and writing. Sample Questions • Tell me about yourself as a reader/writer. • Who is your favorite author? • What kinds of books do you like to read? • How do you decide what to read? • What are you reading right now? Do you know what you will read next?

  9. Lexington District #1Conversion Chart • Primary ELA Benchmark Assessments in Reading Sample Line from the Chart: Grade Rigby Literacy PM Benchmark Kit Fountas/Pinnell Reading a-z Dominie 2 16-17 22 M O 9 See your literacy specialist for a copy.

  10. Independent Reading Get Your Reading Workshop Off to a Good Start…. • Help your students think of themselves as readers. • Establish the roles and routines of the reading workshop. Guiding Readers and Writers by Fountas/Pinnell

  11. Independent Reading Getting Started : The First 20 Days of Independent Reading Utilize the 20 Mini-Lessons in Guiding Readers and Writers by Fountas and Pinnell (pp.142-162) Sample Minilesson: • Selecting Books • How Readers Choose Books • Making Good Choices • Thinking and Talking About Your Reading

  12. Independent Reading How do I build my classroom library? • Garage Sales • Dollar Stores • Book Club Award Points • Ask Parents to Donate Books • Scholastic Book Sales (December and May) • Independent Book Stores • Check Out Books from the Media Center

  13. Literacy Collection Folder Purpose: This collection of ELA assessments is to be used throughout the year to guide your instruction. Location of Folder: In each student’s permanent record. Pull folders at the beginning of the year and keep in your classroom.

  14. Balanced Literacy • Reading Aloud • Shared Reading • Guided Reading • Independent Reading

  15. Read Alouds • Description—Teacher reads a variety of texts aloud to students modeling strategies efficient readers use and what fluent, expressive reading sounds like. • Frequency– Multiple times daily • Structure—Whole class or small group

  16. Shared Reading • Description—Teacher models the reading of a text while students follow along. Big Books Poems Songs Class Sets Short Articles • Frequency—Daily in any subject area • Structure– Whole Class or small group

  17. Guided Reading • Description—The teacher works with small flexible groups of 3-6 students who have similar reading needs or interests. • Frequency—Daily • Structure—Small flexible groups

  18. Independent Reading • Description—Students select books at their appropriate independent reading level and read on their own for extended periods of time. • Frequency—Daily • Structure—Individual or with a partner

  19. Gradual Release of Responsibility Level of Teacher Support Teacher Directed Teacher/Student Directed Student Directed Reading Aloud Shared Reading Guided Reading Independent Reading *

  20. HAVE A GREAT YEAR! IF YOU HAVE QUESTIONS, EMAIL ME. sjordan@lexington1.net

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