corinne/nyYou probably only need a few. Most children come in as non readers or reading at a beginning level...DRA 3 or 4 is just about average. Of course, some explode later. Once in a while you might get a few readers, but often the comprehension needs work.
On 8/09/13, winkie wrote: > I'm an old dog that needs to learn a new trick on handling > a loose tooth in the classroom. :o) What do you do with > students that have a loose tooth and proceed to wiggle > it.all.day.long. Fingers in their mouth, can't do their > work, telling me it hurts. Pretty soon everyone else that > has a tooth that is even slightly loose is wiggling theirs > too. It drives me nuts. What do you do or say to them? > Thanks
>15 min- Calendar Math (review of many math skills).
>20 min- Whole group lesson and guided practice.
>15 min- Lower group with me (more guided practice, do practice page with help as needed, address any problem areas). Higher group works independently (practice page then a math work station).
>10 min- Higher group with me (correct practice page together, higher level problem solving).
>10 min- Whole group review and/or math game.
If I had more time, I would split the kids into 3 small groups. My timing is quite fluid and depends a lot on how much extra instruction and help the lower group needs. On testing days, we play math board games when finished.
You may want to check out these books...
Math Work Stations by Debbie Diller
Guided Math by Laney Sammons
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On 8/10/13, Bwhite wrote:
> I am new to teaching first grade from a middle school
> science class. I am curious how some of you pace and layout
> I'm not a teacher but am a mom of a...See MoreI am also a mom. I just read this post and then looked for responses/suggestions. I was surprised to see that it received only 2 responses. Maybe that's the trouble....teachers don't know what to do when their students have trouble reading! Sad, because they should!!
On 8/10/13, Mom wrote:
> I'm not a teacher but am a mom of a little girl entering
> second grade. She was an adequate reader in first grade
> but always a little behind....left first grade at an H (13-
> 14)instructional level. She is smart and has great
> comprehension but has trouble with decoding...still not
> secure with short vowel sounds and also has some trouble
> with consonant blends. She had delayed speech because she
> had undiagnosed fluid in her ears and didn't get tubes in
> her ears until mid-Kindergarten. Currently she is reading
> at level J (17-19) instructional level. She has been
> reading all summer so she doesn't fall behind and is ready
> for second grade. My question is...I noticed that when
> she's reading she gets stuck on little words like "bug" but
> can easily read words like "delicious" and "bewildered".
> She tells me that the easy books are hard and the hard
> books are easy. I can't give her an explanation. Can
This is a new one on me and I've been teaching 25+ years and teaching children to read for as many years. I can tell you that children with fluid in the ears and/or hearing issues are sometimes delayed in their reading levels. But that she can read multi-syllabic words and can't decode some simple words is - to say the least - unusual.
If she were a student in my class, I would be relieved and far less concerned because she can in fact read complex words and that suggests the simple words will also come to her. There are people who are not good decoders and all of their life. Nature did not intend us all to read by decoding. If she is 'sighting' complex words like 'bewildered' without decoding - that's impressive.
If she emotionally needs an explanation for her reading style, tell her her brain works so very well and with reading complex words that it might skip the simple words as not being challenging enough. It is entirely true that some kids who otherwise have no reading issues do skip or stumble on the simple words as they read and focus in on the words of greater complexity and richness.
DMWe don't wake up to an alarm clock...we wake up to an opportunity clock!!
On 8/11/13, John wrote: > This is my mindset going into this school as last year went > horrible! I needed this message to change my attitude! Just > wanted to share.
Dozens of ideas to make back-to-school run smoothly, produce a welcoming & efficient classroom atmosphere, and catapult Open House out of the realm of ordinary. Contributors include Harry and Rosemary, Sue Gruber, Bill Page, Marv Marshall and teachers like you!
Here is a project I did in the late spring with the littleones. I have been using lego sets from pleygo.com to get the kids to work in groups on lego creations. Its great, the kids loved it!
I have been using lego creator series...easy to build and the kids can play with their creation after.