I've always used The Little Red Hen because you can discuss sharing, cooperation, helping others, etc. You can also tie in Science and Math activities by mixing bread dough and baking bread!
On 7/09/07, samantha wrote: > I need help! Could someone give me a list of book titles > they use for guided reading in first grade during the > first few months of school. Thank you
Looking for some help/feedback/strategies when working with this little one. -going into 2nd grade -C/D Fountas & Pinnell -knows 1/2 of 1st gr Dolch words 0weak in phonemic awareness and phonics. At times she over- decodes but also has difficulty blending when decoding. She can sound out letters, but tries to sound out EVERY single letter in EVERY word. It worked well if I walked her through a book that we were about to read. We predicted from the title and cover. We came up with all sorts of vocabulary words that might be involved in the book. If the book was about birds, we talked about nests, trees, eggs, branches, beaks, flying, worms (and so on). Then I would ask her what sound "worm" begins with. Then I'd ask her to match the sound to the letter she'd see in print. She is also lacking in writing skills. Sometimes her reading is much better than her writing skills. The word also can come out to be 3 words at times within her writing. She is spelling words so phonetically.
She has difficulty identifying similar-looking words. For example she thinks these pairs of words are the same word: sprawling/squaking; silver/sliver.
She will put vowels between beginning blends. I gave her a spelling test. The word on the right is the correct one, the one on the left is her written answer:
pet pat job God flag fwlag sled salled swim siwim*** this is a common mistake for her
In word reading the word should be _____, but she says: ______. plug pug GRAB grade STEP STOP SPOT STOP (could not see the difference between these 4 words)
I said ____. She circled ____ from a list of words. NAB nub SNUG slug CRUST cross BRAID bread FLOAT flow THUNDER thumper TREMBLE trundle SHRUGGED shudder CHILDISH chilliest POWDER powered
She has good sound recognition for initial consanants as well as good sound-symbol relationships for intial sounds.
Right now I am having her read "just right" books. I preview the book first, read it to her, then have her read it. Then we do a quick literacy activity where we discuss the book, she writes 1-2 sentences about it, sometimes I edit it (help here...??), and then she draws a picture. What do you think? Then at the next tutoring appointment she rereads the book. If she reads it at 90% correct, we do not reread it the next week. Then we introduce a new book following the above mentioned pattern.
I've identified the sight words she doesn't know. What activities do I use that are fun for her to learn them?
She is constantly interupting with her stories. I've tried a behavior chart, but she talks right through it. Used candy as a reward.
Don't get me wrong... she is a sweetheart, but I want to make sure the time I have with her is effective. I want her to really make some good gains this summer. She REFUSES to read at home.
Put this post on the Remedial Reading board. Victoria, a teacher who tutors struggling readers, has some amazing insight, knowledge and experience that I'm sure she'd be willing to share.
(Word of caution: she can be VERY straightforward, so please don't feel badly if she tears up what you've already done. It's just her style. Regardless, the content is what's important...and the content WILL be there.)
You need to look at what she is doing and then, build on that. She clearly has initial sounds under control, and is less sure about middle vowel sounds and ending sounds. When you introduce the book, do not read it to her. Instead, do a picture walk talking about what is happening. Leave some of the book's vocabulary unsaid so that you can work on strategies with her. She needs to practice these strategies until she has mastered them. For example, if she reads thunk for thump, you can show her how to use her finger or you can use the analogy that if she knows jump, then she will know thump. When you do the writing, make sure that she (not you)says the words slowly so that she can write them correctly. If you can white cover up tape, you can cover her errors so that when she is done and reads it back, it looks just fine.
Also, she should read previously read books to improve her fluency. Allow her to read these known books at the beginning of the lesson. This will enable to feel more confidence as a reader and get the lesson off in the right direction.
Just keep watching what she knows and link it what is new for her. Good luck.
Is there anyone out there who has ever applied the 4 blocks methodology to mathematics. I like the structure of 4 blocks with Reading and would be interested in following the same guide lines in Mathematics
On 7/10/07, Melinda wrote: > Is there anyone out there who has ever applied the 4 blocks > methodology to mathematics. I like the structure of 4 > blocks with Reading and would be interested in following > the same guide lines in Mathematics
I didn't do 4 - but I did this ---
I taught second grade and wrote my own curriculum.
I taught math games every day (one per day) I used a variety of programs. I used Box It and Bag It Math - I think this is Marilyn Burns possibly????? or Math Solutions ???? I don't remember.... BUT I used lots of resources including games from any and EVERY resource I could find including math books and cards etc. If I could buy it I did. Math Their Way helped me, but was NOT my only stuff.
Then I posed a problem. It required problem solving. It was not easy to figure out, but it was not impossible. I used the strategy of
- pictures, numbers, and words
The kids had to show me their thinking, their work. They could draw a sketch, a table, a picture, etc. It was really awesome. I used a variety of resources for this also.
I also had a skill and drill section. My third grade team wanted those subtraction / addition facts DRILLED into their brains fast and hard and the kids were not in happy land if they did not know them cold in third grade.
I did not do them any favors if I did not 'help' them achieve this. I am not saying I agree with this. I am just saying I helped my kids succeed in third grade. They knew their facts down cold to meet school expectations. I gave them a practice page daily. I am not debating it's pro / con....
I also taught something everyday - money , trading or carrying or fractions or whatever skill we were working on. This also supported the games I taught obviously.
I taught math for 90 minutes 4 days a week and 60 minutes the day I had art. I was required to teach math 60 minutes per day and to do centers daily. I combined the centers requirement with math to get more math time.
We do 4B at our school, and two years ago, one of the math teachers attended a 4B approach to Math conference (don't know exact name). Anyway, what we do is 1. Calendar Math Component 2. Houghton Mifflin Math 3. Problem Solvers 4. Mountain Math
We also add in extras such as Super Stars Math (designed to challenge) and some other fun things. It seems to be working very well for us!
For those of us who teach in Florida, this year is going to bring new challenges as our governor has passed legislation that makes 30 minutes of PE every day mandatory in elementary schools. Our school day will not be lengthened. That means that somehow I have to manage with 30 minutes less time. My day is already maxed out. I hate the thought, but I'm thinking I will have to alternate my writing block with something else. Any suggestions? Dawn/FL
I didn't watch the show,just saw promos. It looked like it exploited kids and from what you say, it looked like it was politically motivated. I like what the previous poster said about "shake breaks". Unless I am told what to do, that is probably what it will look like in my classroom. Teachers go back on the 15th here, so I'll let you know what happens. Dawn/FL
On 8/04/07, ace/1st wrote: > Did you watch Shaq's Challenge? I did and as the last episode was midway > through and they were on their way to meet with Crist, it hit me! This is > where it came from! I was right. When the show went off, before the > credits, it told what Crist had decided to do and this PE requirement in > elementary school was listed. Broward Co is trying out the rest of the > program from the show (healthy lunchroom meals, etc.). Sooo, there ya go! > If your school is like mine (being in FL), we don't have a gym where we > could do legitimate fitness instruction like pushups, situps, etc. We'll > be limited to jumping rope, etc. on the playground. Teachers go back next > week so I'll let you know how we'll be implementing it and how it will > affect the 90 minute block. > > > > On 7/22/07, Dawn/FL wrote: >> I'm in Palm Beach County. We only have a six hour school day here. >> So it's not hard to see that once you take away time spent on lunch, >> specials,and transitions, there's not enough time left to teach >> everything. I totally agree with you on the recess vs PE thing. They >> are not the same thing. I teach second, and while I cannot say that >> all children are active (running, jumping, etc) most are. Plus they >> are working on important social skills. It is not public schools >> fault that kids are inactive. What are they doing when they get home >> and what are the parents feeding them? Most of our teachers have used >> recess as an incentive for completing homework and good behavior. Now >> that option is gone. Thanks for listening to me rant. Dawn/FL >> >> On 7/21/07, ace/1st wrote: >>> I'm in Manatee County (just south of Tampa). Where are you? In what >>> I read from the State, recess can't count so it's obvious that will >>> just change so there's no additional time spent. Fortunately, my >>> principal is very creative so we'll see how it all works out. She is >>> very protective of the reading block (almost too protective ...no >>> ESOL, no ESE, etc. pulled at that time) so I'm not worried about that >>> or math. I'm worried about my writing and science/social studies >>> time. I've been working with a personal trainer since Nov so I've >>> been thinking about what I could take from her and adapt for the kids >>> (we do alot with balls). All our PE teacher does is games, games, >>> games..too many games..I swear he's on autopilot. If I HAVE to do >> it, >>> I'm going to concentrate more on personal fitness so the kids can >>> learn about their bodies (remember the Presidential Fitness >> program?). >>> I find that kids can't jump rope, do jumping jacks, skip, etc. >>> because they're never given that chance or encouraged to do so. I >>> already provide jumpropes, etc. for recess. Don't get me wrong, I'm >>> NOT HAPPY about teaching PE, but IF I have to do it, I'm not going to >>> spend my time finding and organizing games. It will be more >>> individual and it will be more skill oriented. Our teachers are >> going >>> to have a fit as well and I know from experience that our principal >> is >>> probably already bracing herself for the backlash. By the way, I >>> could really get on my soapbox about this. WHen I first heard Gov. >>> Crist's idea, I really started paying more attention during recess. >>> ALL of the kids were either running, climbing, moving around and, >> most >>> importantly, organizing things for themselves and solving important >>> social issues without a grown-up's interference. Well, change that >> to >>> PE: now they're waiting for instructions, waiting for their turn, >>> told what to do, when to do it, with whom to do it, and how to do it. >>> I'm against this! By the way, my middle school daughter gets no PE >>> unless she chooses it as an elective. That's the age where they do >>> not run around and play anymore...I find her laying around way too >>> much. That's where they could really benefit from activity and a >>> knowledge of personal fitness they could use throughout life. Not >> the >>> first graders who still just want to run around the playground >> playing >>> tag! ARGH!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! >>> >>> >>> >>> On 7/20/07, Dawn/FL wrote: >>>> I haven't heard anything official on how my school is going to >>>> handle it, but I know no additional staff will be hired for >>>> additional PE classes, so I'm sure classroom teachers will be >>>> expected to have "organized recess". The teachers are going to >>>> have a fit. Most of them don't walk outside if they don't have >>>> to. What county do you teach in? Dawn/FL >>>> >>>> On 7/20/07, ace/1st wrote: >>>>> Dawn, I'm worried about it also. We do have 20 min recess now >>>> but >>>>> that unstructured time will probably mean I'll be teaching them >>>>> PE. We do have PE once a week now but as elementary certfication >>>>> includes PE teaching, they can save $$ by having the classroom >>>>> teachers do it. Anyway, I don't know if it will cut into the >>>>> other time or just be redone. My county also just approved a >>>>> modified week which means they'll extend the day by 30 minutes on >>>>> MTuThF and we'll get out 1-1/2 hours early on W for staff dev and >>>>> planning time. That, along with the PE requirements, is going to >>>>> be an adjustment! >>>>> >>>>> >>>>> >>>>> On 7/17/07, Dawn/FL wrote: >>>>>> On 7/15/07, deb wrote: >>>>>>> On 7/14/07, Dawn/FL wrote: >>>>>>>> For those of us who teach in Florida, this year is going >>>>>>>> to bring new challenges as our governor has passed >>>>>>>> legislation that makes 30 minutes of PE every day >>>>>>>> mandatory in elementary schools. Our school day will not >>>>>>>> be lengthened. That means that somehow I have to manage >>>>>>>> with 30 minutes less time. My day is already maxed out. >>>>>>>> I hate the thought, but I'm thinking I will have to >>>>>>>> alternate my writing block with something else. Any >>>>>>>> suggestions? Dawn/FL >>>>>>> >>>>>>> >>>>>>> Didn't the gym period take the place of recess? that is >>>>>>> what most states do. Organized exercise instead of standing >>>>>>> around chatting or playing basketball or whatever.... but >>>>>>> now the playtime is teaching time. >>>>>>> >>>>>>> Don't you have a certain number of minutes for instructional >>>>>>> periods for other subjects too? >>>>>>> >>>>>> >>>>>> We were not required to have recess, in fact, due to high >>>>>> stakes testing, some schools banned recess. Talk about a >>>>>> complete turn around! I have always had recess for 15 >>>>>> minutes. I don't know if my administration will use the PE >>>>>> time instead of recess, but that will still not be enough >>>>>> time. Personally, I feel that kids need that 15 minutes of >>>>>> unstructured time to develop friendships, make choices, etc., >>>>>> but that's a different matter. We are mandated to have a 90 >>>>>> minute literacy block, which is not enough time. I am already >>>>>> robbing Peter to pay Paul just to fit in all four blocks. >>>>>> Dawn/FL
JoanKI absolutely think that this can be integrated with other subjects and support the academic learning. For example - folk dances from the same culture or time period as those that your class is reading about or studying, songs with movement that reinforce phonics concepts etc...
I am a currently researching the 4 Blocks Literacy Model and I am wondering if there are any limitations in the classroom while using 4 Blocks. For example: teacher time, grouping, individualization/differentiation. I'm reading about all of the positives of 4 Blocks, but I would like to hear about some of the problems or difficulties of using 4 Blocks.
I like 4 blocks a lot, but I teach multi-age and find the guided reading particularly hard to differentiate. I often will have 3 grade levels in my room. Some kids are barely reading, and others reading grade levels above. I have stopped doing whole class guided reading as often, and have increased my SSR time. I do whole class poetry the most, because it is less intimidating to the lowest readers. I often have to wait until the new year to be able to do full class reading that is age appropriate for my middle group, and not overwhelming to my youngest kids.
For example, I teach a 2-3-4, but have kids reading anywhere from a 1st to 7th grade level. Book groups are great, but I can only do a few in a year, as the management is tricky for me. I do "units" where we do the guided reading, but I have had to eliminate it as a block in my room. The K-1-2 classes have been fine with keeping it, as have the 4-5-6. I have not done guided reading groups, but have started to do small groups for making words. I have some kids who no longer need the basic phonics, and are ready for more complex patterns, suffixes, prefixes and roots. Others are still working on the very basics. Also, the word wall is a disaster in my class. We do whole class words for the first 4 weeks, and these are my nit-picky words (because, they, get, who, etc.) After that, the kids get individual lists of 5 words based on words misspelled in their journal writing. Those kids who don't misspell many or ANY words, do 5 vocab words. I do have kids that can spell just about anything, or once they are corrected, they spell it right from that point on.
I have basically had to butcher the program... but I don't think it was made for a range like I have.
On 7/18/07, Kristi Kling wrote: > I am a currently researching the 4 Blocks Literacy Model > and I am wondering if there are any limitations in the > classroom while using 4 Blocks. For example: teacher > time, grouping, individualization/differentiation. I'm > reading about all of the positives of 4 Blocks, but I > would like to hear about some of the problems or > difficulties of using 4 Blocks. > > Thanks for any help you can offer! > Krisit
I am going back to teaching full time after being home with my children. Does anyone have any scheduling tips/sample weekley lesson outline for guided reading with the four blocks? I am interested in hearing how anyone successfully implements all aspects. Any suggestions? Kathy (grade 4 teacher)
I am a first year teacher... I know very little about 4 Block and my school seems to not have any resource books on it.
I just went to my classroom for the first time today and inherited a huge classroom library. It was organized alphabetically by author.
I haven't worked in a school that uses the 4 block method. Most classrooms I have been in have their libraries organized using the Guided Reading (fontus and pinelle) levels.
How do you organize your 4 block classroom library?
My library is organized in baskets by genre and author. I do not level them; instead we work on learning to pick "just right" books. I don't want the kids to feel limited to a certain level. This might be easier for me too since by 4th grade the kids are more in tune with what they find too easy or difficult.
On 7/23/07, Jaime wrote: > I am a first year teacher... I know very little about 4 > Block and my school seems to not have any resource books > on it. > > I just went to my classroom for the first time today and > inherited a huge classroom library. It was organized > alphabetically by author. > > I haven't worked in a school that uses the 4 block > method. Most classrooms I have been in have their > libraries organized using the Guided Reading (fontus and > pinelle) levels. > > How do you organize your 4 block classroom library?
I do not level books either. Again, by genre and author. I do have some baskets with "easier" and "harder" books... particularly where series are involved. I have about 4 baskets of series, ranging from Nate the Great to Redwall. I keep them sorted by general level.
If I have a lot of a specific kind of book, say non-fiction animal books, I will also make one basket easier, and one harder.
On 7/27/07, 4th in IL wrote: > My library is organized in baskets by genre and author. I > do not level them; instead we work on learning to pick "just > right" books. I don't want the kids to feel limited to a > certain level. This might be easier for me too since by 4th > grade the kids are more in tune with what they find too easy > or difficult. > > On 7/23/07, Jaime wrote: >> I am a first year teacher... I know very little about 4 >> Block and my school seems to not have any resource books >> on it. >> >> I just went to my classroom for the first time today and >> inherited a huge classroom library. It was organized >> alphabetically by author. >> >> I haven't worked in a school that uses the 4 block >> method. Most classrooms I have been in have their >> libraries organized using the Guided Reading (fontus and >> pinelle) levels. >> >> How do you organize your 4 block classroom library?
I will be teaching 2nd grade for the first time this year (first teaching job ever). I'm wondering if anyone out there can share w/ me what their daily schedule looks like using 4 Blocks? I will be teaching in MO. Also, where can I find an "official" Word Wall list for 2nd grade? Thanks!!!
On 7/23/07, Newbie wrote: > I will be teaching 2nd grade for the first time this year > (first teaching job ever). I'm wondering if anyone out > there can share w/ me what their daily schedule looks like > using 4 Blocks? I will be teaching in MO. Also, where can > I find an "official" Word Wall list for 2nd grade? > Thanks!!!
We are lucky that our whole school utilizes Four Blocks. Our main focus is reading and writing so we put the Four Blocks in first and then work around that to fit everything else in. Our day (2nd grade) starts at 7:45 (but not officially till 8)so I will do DOL, or another activity to start. At 8 we have writing, then guided reading, followed by working with words. Each block is 40 minutes. I will sometimes switch my guided reading and writing blocks depending on whether I am using my writing to support my reading lesson. We then have a short 30 min. time which this year we are using for a reteach/extend time. Then specials for 40 min. (one a day). Another 30 min. block follows which I use for math meeting. After lunch we have math for an hour, then recess for 15, ending the day with SSR and if time a very short amount of time for centers/handwriting/etc. Hope this helps.
I am using Big Words for Big Kids in summer school. I notice that it seems to work well for most except for the kids that have difficulty spelling. In your experience, do you find these kids are being served well in the log run or should I use the primary stuff w/ them?
I've always used The Little Red Hen because you can discuss
sharing, cooperation, helping others, etc. You can also tie
in Science and Math activities by mixing bread dough and
baking bread!
On 7/09/07, samantha wrote:
> I need help! Could someone give me a list of book titles
> they use f...See More