Do whole group guided reading with SHORT books and poems. I find you get
through them quickly and they feel they are having success as they are reading
more books than they normally would.
Sadako and the Thousand Paper Cranes by Eleanor Coerr and Hiroshima by
Lawrence Yep are great books that go together well, and could both be read in a
couple weeks each. They are very short, and at about a late third- mid fourth
level, but the content is good for sixth graders.
After you have done those two books, do non-fiction books about Japan for a
week or so, then transition into letting them research their own countries. I just
did this with my 3/4 class, and it was good for them.... I imagine it would work
in your group as well, providing they haven't read the books yet. For a read
aloud, pick another book along the same theme. I read one called "Hachiko
Waits" It was so-so. I'm sure there are better books... for example, Journey to
Topaz, which would demonstrate what was happening to the Japanese in the uS
around the same time as Hiroshima.
-- You certainly don't have to do a unit like that, I am just suggesting it because
I just did it so it's on my mind!
You could also do a lot of poetry, as I find that is less intimidating than other
reading materials for struggling readers.
30 min- guided reading and a 10 minute response journal or writing activity
connected (not in the 4 blocks I do necessarily with 3/4th, but probably good
for 6th)
20 minutes more of writing something else, either journaling or integrated
assigned topics (if you don't do response to literature, then have a longer
writing time.)
30 minutes silent reading/read aloud (if they are really struggling, you might
pull a couple small groups at this time.... some people do this.)
20 minutes mxm phonics.
On 4/18/08, Theresa wrote:
> I am FINALLY going to have my sixth graders for two
> consecutive class periods next school term. This of course
> will allow me more time to implement 4 Blocks "the right
> way" instead of bit by bit.
> I have the Modifying 4-Blocks book as well as GOBS of other
> guided reading and writing resource books.
> My biggest question will be this: In a 100-minute class,
> what is my best attack with struggling readers who are
> typically 2 or 3 grade levels behind? =)
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