I am a reading resource teacher/aide. I have one particular student that I am concerned about. He doesn't seem to process the information that he reads. I talked to his homeroom teacher about it...she doesn't think it's necessarily comprehension-it's deeper than that. For example, I had him read me a sentence. I covered it up when it was finished and asked him to tell me what he just read. He didn't know. I did this five times, and he still didn't know. I really don't know what to do in this situation. This is my first year doing this, so I can really use some help. Does anyone know of any good activities that I could do with him to help him with processing? Thanks.
Hi everyone! My school just recently purchased the Scholastic Guiding Reading program for all grade levels. I have been reading through the teacher guides and I feel that I need some clarification as to how a guided reading lesson is actually taught. I'm not sure if I understand this. Is the following correct or do I have everything mixed up???? Please help if you can!
Day 1: 1. Teacher introduces the leveled book to small group. 2. Teacher and students take a detailed picture walk through the book, discussing what may be happening and making predictions about the story (also activating prior knowledge/building background here). 3. Students "whisper read" the story independently at their own pace (no round robin reading/popcorn reading is allowed). 4. Teacher listens to individual students read quietly and helps out when needed. Teacher also observes any stragegies that the students are using to decode unknown words. Not sure what exactly I need to be doing here.
Day 2: 5. Students continue reading the story if they have not yet finished. Those who have finished should reread the story again. Is this correct?
6. After everyone is finished, teacher and students discuss the story together. Specific reading skills are discussed at this time (ie. problem/solution in the story if that is the skill being discussed).
Is this correct???? How long do you typically spend on a leveled reader in second grade?? I thought maybe 2 days for average and above average groups. And maybe 3 days for my below-grade level readers. I'm not quite sure. Please let me know. I want to make sure I am doing what I need to do. Thank you so much for your help as always!
I teach third grade and just got back my pre-EOG reading scores. These are supposed to assess the skills the students have acquired prior to coming to third grade. My state considers one proficient if they are scoring at or above the 50th percentile.
18 out of 19 of my students are scoring BELOW the 50th percentile, with 8 of them below the 20th. Help what do I do?
We are required to teach a 120 minute literacy block with the following parameters.
30 whole group instruction 60 minutes of literacy stations 30 minutes of writing
I teach third grade and just got back my pre-EOG reading scores. These are supposed to assess the skills the students have acquired prior to coming to third grade. My state considers one proficient if they are scoring at or above the 50th percentile.
18 out of 19 of my students are scoring BELOW the 50th percentile, with 8 of them below the 20th. Help what do I do?
We are required to teach a 120 minute literacy block with the following parameters.
30 whole group instruction 60 minutes of literacy stations 30 minutes of writing
Need a fun play? Check out my latest play on Hans Christian Anderson which you can download for use in your classroom. Check out my site for free geography and cyberhunts , too. Also, check out other plays on biographical plays which have been added to my site since the summer. Most activities and plays are for grades 4-9th . Gail (6th grade social studies teacher)
I have always had very structured conferences with my 4th grade readers, but as I am embracing Four Blocks, I am trying to make the conferences more comforatble for students. I would prefer a back-and-forth dialogue about the text to a question-and-answer session. However, I still need to collect data about the students' reading. As I am a visual kind of guy, I was hoping that you all could help me locate some forms and rubrics that I could use as evaluations of my students' progress. I am not simply trying to turn conferences into test-grades, but I do feel that I need to be able to collect some data from these conferences. What are you all using?
for a grad school class I have to do a group presentation together with two Language Arts teachers on the topic of motivational strategies for literature. I teach at a high school so I got that age group slot to talk about, however I'm not a LA teacher (I teach video production) I'm kind of lost.
I was hoping some high school LA teachers on this board could share some of their favorite strategies on how to get students excited and interested about literature/reading. It could be general or about specific works, or even links to websites and/or journals.
Any help or pointers are appreciated - just click on my name and e-mail me directly. Thank you!