Make logical happen next while reading or listening
to a fiction text
s.
s.
-
Support the
, the setting, sequence of events, cause and effect, prior Informational Texts:
, the setting, sequence of events, cause and effect, prior Informational Texts:
By the end of this unit, students will be able
to
to
...
-
Make pre-reading predictions about what they will learn about in a nonfiction
text
-
Support their pre-reading predictions by using the title of the book, cover/
back illustrations, and schema
- a
Readers Workshop for October 2018We will be taking a couple of weeks to work on an author study--Ezra Jack Keats, author of Peter's Chair, Whistle for Wille, and The Snowy Day to name a few.
We will be focusing on elements of fiction:
- characters
- setting
- problem/solution
- author's message
We have just wrapped up our Schema and Predicting units in Readers Workshop.
Students use their schema to:
- Think about what they already know before and while reading or listening to a text, and understand why doing so is important.
- Distinguish between connections that are meaningful, and those that are not.
- Use their schema to better understand characters’ feelings and actions in fiction texts.
- Use their schema to better understand nonfiction texts/topics and change/revise their schema when they learn new information.
When students make predictions they:
Readers Workshop for August/September 2018
We are currently working on:
The following are strands that run through all of the reading and writing that we do in 1st grade:
Fiction:
characters
setting
problem/solution
beginning/middle/end
retelling key details from the text
Non-Fiction:
main idea
3 supporting details
author's purpose
At home...
When students come across a tricky word:
After reading:
Also, so you have an idea of where your child needs to be as a reader by the end of 1st grade take a look at the following examples.
*********************************************************************************
Last week we began a new unit called "Readers Make Predictions".
At the end of this unit your child should be able to:
Our current unit is called "Readers Use Their Schema."
Ask your child what schema means!
By the end of this unit, students should be able to:
At home...
When students come across a tricky word:
To help with self-correction:
After reading:
Families, please keep in mind when your child brings home sight words to practice they should know them in a snap, without hesitation or sounding out. Molly, our para, is finding that many kids are bringing their words back the next day to be tested but are missing many of the words when reading. So, if you happen to see the same word list, it means your child missed a words or words and needs to master all of them and in random order. Remember, this can take several days for many kiddos. We have the whole year to master all the words--please don't rush your child to get to the next list. We would much rather have a child keep and practice their word list for several days to a week so they are getting the practice in each day with you.
Also, keep the words, along with any homework, in one safe place that your child can access when needed. We have LOTS of kiddos losing their lists and then panicking when they can't find them.
If you have any questions, feel free to email and I will happily respond!
Sight Words
- Make predictions before reading that reflect the type of text (fiction or nonfiction)
- Support their pre-reading predictions with evidence
- Make predictions during their reading
- Support their during-reading predictions with evidence
- Check predictions made before an during reading
In fiction readers:
- Make pre-reading predictions about the text by using the title of the book, cover/back illustrations, and schema as evidence.
- Make logical predictions.
- Support their predictions while reading by using evidence from the characters' behaviors, the setting, the story events, and prior knowledge.
- Make pre-reading predictions by thinking about what they will learn about in the text using the title of the book, cover/back illustrations or photographs, and schema.
- Make logical predictions about what they will read/learn about next in the text based on what the topic is about and what has been previously read.
- Support their predictions they make while reading by using their schema (including text structure from other nonfiction text books they've read).
********************************************************************
Readers Workshop for August/September 2018
We are currently working on:
- developing solid reading habits.
- getting our reader's workshop up and running.
- learning how to choose "just right" books.
- developing reading strategies.
- building reading stamina.
The following are strands that run through all of the reading and writing that we do in 1st grade:
Fiction:
characters
setting
problem/solution
beginning/middle/end
retelling key details from the text
Non-Fiction:
main idea
3 supporting details
author's purpose
At home...
When students come across a tricky word:
- Get your mouth ready for the first sound...blend first 2-3 sounds.
- What word would sound right?
- What word would make sense?
- Did that make sense?
- Did that sound right?
After reading:
- Talk about story!!!!!
- Share favorite parts..
- Retell the story in your own words.
- Ask some WHY questions
- Share text to text, text to self, and text to world connections
Practice Ideas
Children grow as readers and thinkers by READING!
Students should be reading at home for 15-20 minutes DAILY.
In the fall, this may look like you reading a book to your child and discussing what you've read. As the year goes by, you'll be "handing the baton" to your child. But, no matter how proficient a reader your child is, don't give up that precious "read with" time!
Reading is THINKING!
Have "discussions" about book!! Perhaps the most important thing you can do at home to build reading skills is simply having a conversation about a book. After every book, try presenting discussion starters like:
Fiction:
Non-Fiction:
Students should be reading at home for 15-20 minutes DAILY.
In the fall, this may look like you reading a book to your child and discussing what you've read. As the year goes by, you'll be "handing the baton" to your child. But, no matter how proficient a reader your child is, don't give up that precious "read with" time!
Reading is THINKING!
Have "discussions" about book!! Perhaps the most important thing you can do at home to build reading skills is simply having a conversation about a book. After every book, try presenting discussion starters like:
Fiction:
- Did you enjoy that book? Why or why not?
- What do you think the author was trying to teach us? Why do you think this?
- Tell me about your favorite part and WHY it was your favorite part.
- Why do you think (the character) decided to ______ ? What would you have done?
Non-Fiction:
- What interesting facts did you learn from this book?
- What else are you interested in learning about this topic?
********************************************************************
January 2018
At this time of year, we really see kiddos start to make great progress with their reading skills. Keep encouraging your child to read any and everything! It's also important to note that your children should now be doing the majority of reading or doing shared reading with you.
We also encourage them to practice a few iReady reading lessons each week. 98% of students made growth from the beginning of the year diagnostic to the mid-year diagnostic. Many of them made one year's growth in that short amount of time!
The link to log on is https://clever.com/in/dpsk12
Your child's username and password are the 6 digit DPS I.D. number and their 8 digit birthdate (MMDDYYYY).
********************************************************************
November 15, 2017
Students continue to work on their reading skills in our Guided Reading groups. some kids will meet with me, others with our para Mrs. Burroughs, and some will meet with Mrs. Walker, our other first grade Literacy teacher.
It is important that your child reads 20 minutes or more each day.
The following picture shows exactly why reading must be a priority. The overall exposure to common sight words, new vocabulary, and types of texts will greatly impact their capabilities as learners.
September 27, 2017
Guided Reading groups are under way! Guided reading is small group reading instruction targeted to your child's reading skills and needs. We will be cross grouping and teaching with Mrs. Walker and our para Mrs. Burroughs.
In Readers Workshop your kiddos are learning how to use their schema (what we already know about a particular topic) in order to make connections to better understand fiction and nonfiction books.
Websites
DPS Lion is an online database with several resources the district pays for and is FREE for students to use. Create a free account using your child's student ID number to gain access. Some resources we love are BrainPop Jr., Tumble Books, and Pebble Go. Click on the following link to login.
Also, so you have an idea of where your child needs to be as a reader by the end of 1st grade take a look at the following examples.
This is an snippet of a level 6 book--the end of Kindergarten reading expectation:
*Heavy picture clues
*Basic sight words
*Simple sentences.
Predictable text.
An example of a level 18 text--the end of 1st grade expectation.
*Less picture support
*More complex dialogue
*Compound words
*More text on the pages
*Vocabulary is more complex
*Students need to use context clues to help them understand unknown vocabulary
Students must also be able to read the text accurately, with fluency and expression, and be able to comprehend the text by asking and answering questions as well as give the author's message or main idea.
Ms. Hernandez
*********************************************************************************
(i
books t
hey’ve read)
November 9, 2016books t
hey’ve read)
Last week we began a new unit called "Readers Make Predictions".
At the end of this unit your child should be able to:
- Make predictions before reading that reflect the type of text (fiction or nonfiction)
- Support their pre-reading predictions with evidence
- Make predictions during reading
- Support their during-reading with evidence
- Check predictions made before and during reading
When students make predictions using evidence from the text it means they make a careful guess as to what the story will be about or what will happen by looking for clues--the evidence, to support their prediction. This also includes using their schema to help them make predictions.
Kiddos are also using accountable talk to discuss and write about their predictions in addition to giving feedback to one another when the situation calls for it.
____________________________________________________________________
Our current unit is called "Readers Use Their Schema."
Ask your child what schema means!
By the end of this unit, students should be able to:
At home...
When students come across a tricky word:
To help with self-correction:
After reading:
Sight Word Update
Families, please keep in mind when your child brings home sight words to practice they should know them in a snap, without hesitation or sounding out. Molly, our para, is finding that many kids are bringing their words back the next day to be tested but are missing many of the words when reading. So, if you happen to see the same word list, it means your child missed a words or words and needs to master all of them and in random order. Remember, this can take several days for many kiddos. We have the whole year to master all the words--please don't rush your child to get to the next list. We would much rather have a child keep and practice their word list for several days to a week so they are getting the practice in each day with you.
For those kiddos who are on the higher lists, challenge your child to practice spelling them (since these are mostly words that don't follow OG rules when reading or spelling).
Also, keep the words, along with any homework, in one safe place that your child can access when needed. We have LOTS of kiddos losing their lists and then panicking when they can't find them.
If you have any questions, feel free to email and I will happily respond!
Ms. Hernandez
suzanne_hernandez@dpsk12.org
Sight Words
By the end of first grade kiddos should master at least 220 sight words.
Sight Word Games
*Sight Words Tic-Tac-Toe, children will play a game of traditional Tic-Tac-Toe, with the added wrinkle that they must read a sight word correctly before they can place an X or O on the game board. The goal of Tic-Tac-Toe is to encourage children to read sight words quickly, while also building their confidence through repetition.
You can play this game with your child, or two children can play each other.
*The goal of Sight Words Bean Bag Toss is to provide continued exposure to a set of sight words, with opportunities for repetition and confidence building.A child simply tosses a bean bag toward an array of sight words flash cards, reading whatever word the bean bag lands on. It is a simple game with a fun physical element to help children use up some of the fidgety energy.
*Sight Words Fly Swat is a game for building speed and confidence with identifying sight words. The adult says a word, and the child has to spot the word and splat it with a fly swat. Children find the physicality of the activity fun, and this game is a perennial favorite.Sight Words Fly Swat is a great way of giving your child(ren) the repetition they need to achieve mastery while keeping them engaged. Because the game is so physical, it is a good game for channeling their energy when they are feeling a bit wiggly.
*Snap Word Ladder Game
Materials:
Snap words, four small game pieces, willing kiddo, M&M or Skittle
Objective:
To read the words in a “snap” and get all of the game pieces to the top.
Directions:
1. Lay the sight words out vertically (like a ladder).
2. Place four small game pieces (anything little will work) at the bottom of the snap word ladder.
3. Have your child start climbing with the first piece. He/she will need to read each word correctly and within three seconds (grown-up, count quietly in your head).
4. If your child makes an error or doesn’t know the word automatically, tell him/her the correct word and start again, at the bottom. All words need to be read correctly, in order to keep climbing. Every time an error is made start again at the bottom.
5. Once the first game piece reaches the top, shuffle the words and start climbing and reading with the second piece.
6. Shuffle after the second piece reaches the top and continue with other game pieces until they all reach the top.
7. Once all pieces have reached the top, the kiddo has earned a yummy treat!
8. Game should be played every day for 15 minutes, or until all pieces reach the top, whichever comes first.
Scholastic News--Your child received two past issues of the SN-they finally arrived in the mail! Your child will read and work on these in school each week, but you will have access to them at home!
Just click on the link Scholastic News and type in our password: room111wce to access the interactive issues.
Scholastic News--Your child received two past issues of the SN-they finally arrived in the mail! Your child will read and work on these in school each week, but you will have access to them at home!
Just click on the link Scholastic News and type in our password: room111wce to access the interactive issues.
____________________________________________________________________
Readers Workshop--We will be wrapping up with our Building Good Reading Habits next week. For the past four weeks the kids have been learning the routines of Readers Workshop, strategies for decoding tricky words, and responding to a story in their Reading Notebook.
We have also begun Guided Reading groups and will continue to work on decoding strategies, fluency, comprehension, word work, and writing.
While we do LOTS of reading at school, it is important that your child reads at home as well.
Sight Words will go home next week along with ways you can help your child master these important words. If you wonder why Sight Words are so important, take a moment to click this link Benefits of Teaching Sight Words.
DPS Lion is an online database with several resources the district pays for and is FREE for students to use. Create a free account using your child's student ID number to gain access. Some resources we love are BrainPop Jr., Tumble Books, and Pebble Go. Click on the link to create your child's account.
_________________________________________________________________________________The first few weeks of school will find us:
**YEAR AT A GLANCE**
In 1st grade, we will address the COMMON CORE Reading Standards using many resources including the Units of Study for Teaching Reading/Reader's Workshop Units (L. Calkins).
Unit 1: Building Good Reading Habits
Mini-Unit: Word Detectives Use All They Know to Solve Words
Unit 2: Learning About the World: Reading Nonfiction
Mini-Unit: Readers Get to Know Characters by Performing Their Books
Unit 3: Readers Have Big Jobs to Do: Fluency, Phonics and Comprehension
Unit 4: Meeting Characters and Learning Lessons: A Study of Story Elements
Mini-Unit: Poetry
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