More Classroom Libraries!

Last month, I shared with you how to organize a great library.  I shared with you how to sort your books, label them, and make it student friendly.  You can check out that post here!

Today, I am showing you the (almost) finished product!

  

Doesn't it look so organized and pretty??  I am sure that it will not stay this way for long.

So, as you can see, I have my baskets sorted by interest.  I put picture labels on the outside of the tubs so that students can easily see what is inside of the basket.  Each book also contains the same picture label inside the front cover.  This way students can easily put away the books in the correct basket.

 

 I have two dark blue baskets on top of my bookshelf.  One holds my whisper phones, always available for students to use.  The other is a return basket.  This is where students will return their books.  Then the ONE person that is the class librarian helper will return them to the correct basket at the end of the day.

The white book boxes came from IKEA.  This is my first time ordering them, but for as inexpensive as they were, I would definitely say they are worth it!!  Each student will have a book box.  They get to choose 3 books per week to keep in their box to read.  Students may NOT choose books from the library throughout the rest of the week.  This saves on time and organization!  Of the three books that students choose, two of those books must be within their assigned reading level.  You can check out the reading level stickers that I use on the previous post.  The third book is purely for their interest!

See my fun reading tree?  It was easily made with a carpet roll (any carpet store will give you an empty one!) and an umbrella that I pulled the fabric off of.  I folded my big green leaves over the skeleton of the umbrella and glued it.  Easy Peasy!  As we do read alouds together, we like to hang images of the book cover from the "vines" and leaves!

Plus, every great reading corner needs to be welcoming and comfortable!  It needs to be appealing to students so that they will WANT to read there.  Pillows, rugs, colors....all of it makes it comfy and homey!

Now it is your turn!  Share with us pictures of your great library and link up below!  We want to see them!

An InLinkz Link-up

Starting Points for Readers

Hi ! This is Wendy from Ms. D's Literacy Lab joining you in a discussion on grouping students for Daily 5 and Guided Reading Groups at the beginning of the year.

When I first began teaching reading around 2000, I used to group students simply by DRA levels for Guided Reading groups. As the years have gone on, and I have learned from others and observing students within my groups, I realize that the data is just the tip of the iceberg.

In this data-driven atmosphere, administrators might put a heavy emphasis on just the data. The reality is that the skills a child needs and uses to become a successful reader goes way beyond that basic information.

Rodney is a first grade student. He is from Haiti and speaks French Creole at home. His mother works hard to provide for him. His older brothers help Rodney play alphabet games and more to make up for his lack of preschool skills. He has a lively, happy spirit but gets frustrated easily when he doesn't feel successful from a task. He loves music and rhythms. He had reading services 4 days a week for a half an hour during Kindergarten. He entered Kindergarten in late fall when most of his peers had already mastered the alphabet. His DRA shows a score of O which tells us that he has little awareness of books or print. In addition, his DIBELS scores show that he is still mastering the alphabet, continuing to learn phonemic segmentation, and has no understanding of nonsense words.

To start off:

• Observation Survey-- I would choose Concepts of Print by Marie Clay (part of the observation survey), Letter ID, and see what words he can write within 5 minutes.
• Administer an informal assessment on Phonemic and Phonological Awareness
• Review and Reinforce on Kindergarten skills like : Letter Fluency, Rhyming, Phoneme Blending and Segmentation eventually leading to practice with nonsense words.
• Love of Music and Rhythm-- Rodney is a student that will enjoy sing-along books (include a copy he can read and take home), nursery rhymes, and spelling words using tapping (neurological impress method).  Music may strengthen his memory as well as using a reading program with consistent repetitive tasks such as Wilson Fundations.
• New skills... the reading teacher should be reinforcing that skill during his/her time.
• Kinesthetic games for Rodney will help his need to move and learn. As he manipulates alphabet letters and tiles, makes letters using snap cubes, and uses playdoh to write CVC words, his brain is using novelty (new ways of learning) to help him retain the skills.
• Superhero fan...so weave those Superheroes into the most mundane of tasks. Learning to blend nonsense words may be fun with Iron Man or Thor !
• Book bag to take home easy books to read and it also acts as a resource for reading during Daily 5 and Literacy Center time.

Nathan is a third grade student. His family is a gypsy family from Eastern Europe. He entered Kindergarten in the middle of the year with no previous preschool or daycare experience. He struggled through Kindergarten to learn his letters. In first and second grade, he was placed with 2 experienced teachers that gave him as many 1-1 experiences in reading as possible. His reading intervention was daily and his classroom teacher did reading with him 4-5 times a week. Nathan's personal motivation to learn to read was high even though there were no books in his home. In addition, both the classroom teachers and I were aware that Nathan forgets things quickly. He is reading at a level I-J in the fall. His Primary Spelling Inventory reflects where he is in his phonics instruction as well.

To start off:

• Easy Reader Series- Make sure there are extra copies of books in the classroom, school library, or reading teacher's library that he can borrow.
• Kinesthetic Word Work Activities-- Consider using the Quick Phonics Screener from Read Naturally to start and see where his strengths and areas of support are. He may need reinforcement on r-controlled words, vowel teams, other long vowel patterns and more.
• Guided Reading Books which are age and grade appropriate with minimal words, vocabulary, and familiar events with straightforward plot lines. Focus on keeping books in the 93-95% accuracy level so he will make rapid progress. 
• Graphic organizers should be simple, easy to use, and use the same ones in multiple settings (classroom, special education, reading, homework, specials)
• Reader's Theater, Buddy Reading, and Rereading Texts several times should increase Nathan;s fluency and confidence.

Charise is a fifth grade student. Her family consists of a single mother and older siblings. She had significant behavior issues in Kindergarten and Grade 1. She came to her current school at Grade 2. She has been making significant success each year and is know at a Guided Reading Level M entering 5th grade. There are no books in her home, yet her mother and siblings will listen to her read if books are sent home. The mother is hesitant to attend teacher conferences. She will be receiving reading, learning center support, and classroom support this year.
 
To start off:

• Age Appropriate Books- Anything that looks "babyish" will get abandoned and then she will pick up harder texts which will reduce her progress. Choose books in multiple areas that will appeal to her. Take time to find out her interests using a book or interest inventory. Consider purchasing high interest-low readability books from a publisher using grant, PTO, or other teacher funds.
• Phonics/Decoding Support- she needs support with vowel teams, long vowel patterns, r controlled vowels, and other patterns which eventually lead to prefixes, suffixes, and root words.  Word sorts, sorting syllables, and other kinesthetic games are important to aid in her instruction.
• Social Studies and Science textbooks-purchase a set of CDs for the classroom teacher. This way she can follow along, hear the text and learn the information for classroom projects, discussions and more. She may be able to be an expert in one area of the chapter and fill in a simple graphic organizer as she reads and listens to the text.
• Graphic organizers for comprehension and writing are important. The classroom teacher, special education teacher, and reading specialist should have the same ones for her. This way, when she encounters standardized tests or homework, she can easily begin it on her own.
• Guided Reading Texts in Science and Social Studies --will expand her understanding at the independent reading level.
• Teamwork--Monitor her decoding, comprehension, and oral reading skills frequently and share with the team. For a student who needs extra support, the communication between team members is very important and keeps the learning goals synthesized.

 

 

 

Tackling Text Complexity

Hi Literacy Land Readers!  This is Wendy here from Read With Me ABC.  

I recently attended a literacy workshop where we discussed text complexity.  I had a few "ah-ha" moments during the session that I'd like to share with you today.  

Text complexity is something many teachers struggle with when selecting reading material for their students.  We want a "just right" fit, a book that will engage students and provide the appropriate amount of challenge.

There are three aspects of text complexity we should consider:

Quantitative Measures

Quantitative measures look at the readability of the text based on syllables per word, words per sentence, and so forth.

When determining how difficult a text is, most teachers use a book leveling system of one sort or another.  Quantitative measures, like Lexile scores, are a great starting place.  However, they may not accurately represent the complexity and deeper meaning of the text.

Qualitative Measures

Qualitative Measures consider the quality of the text by evaluating the text structure, language, complexity of the ideas in the text, and knowledge demands on the reader.
Here are a few examples:

• single plot v. multiple plot lines
• one narrator v. multiple narrators or perspectives
• sequential order v. non-sequential
• literal v. figurative language

A text's qualitative measures rely on our professional expertise.

Reader and Task Considerations

When determining a text's complexity we have to think about the Reader and the Task.  The reader's motivation, knowledge of the topic, and experiences all factor into the text's complexity.  Each reader transacts with a text differently.  Features that one reader may handle with ease, another might stumble upon.  Here are some questions to ask as you consider the reader and task:

• What do I want students to learn while reading this text?
• Will this text keep students engaged?
• How will students' past experiences influence their responses to the text?
• Do students have the knowledge needed to comprehend the text?

Reader and Task is also based on our professional expertise and common sense.

Student interest is critical to their motivation to learn.  We must get to know our students well, in order to match them with books that will engage and entice them to persevere through the most challenging tasks.

I loved this video explanation by Carol Jago.

Graphics in this post were courtesy of Ashley Hughes and Oodles of Doodles.  Check them out!

5 Engaging Picture Books for Back to School

Hello, all!  It's Andrea from Reading Toward the Stars, and I am back to school already!  I can't believe summer is already over!  My son went back to school today, ready for fifth grade ~ his last year in elementary school.

Our students come back on Thursday, and I am ready.  I usually start my year off reading books aloud to my students to get them back into the swing of things.  Here are five of my favorites!

  I love this book because it helps students and teachers realize that school cannot be everything.  In this book, the principal continues to add time onto the school days and year so that students can learn more and more.  What he doesn't realize is that kids need to be kids.  We all need to learn so much more than what is in textbooks.  Go out and enjoy life during and after school!

The first time I read this book, I was completely surprised, and I think students will be too.  In the book, the "father" is getting someone up for the first day of school.  Of course, she doesn't want to get up, much like our own children.  In the end, students are excited to see who really has "first day jitters".

Of course, this school year will be the best!  I love using this book to help students create their own goals for the year.  The book highlights a class of students and their goals for the year.  Last year I used this book with a fifth grade group, and they had some wonderful goals, both realistic and silly.

The Night Before series are perfect for getting students ready for their next year at school.  My little girl started preschool last year, and we enjoyed reading this book as she got ready for her first day.  Each year the books focus on the struggles a student may have that first day to help alleviate any fears.

Who doesn't love Curious George?  Though this isn't the original Curious George, children are entertained by his antics.  He is a special helper in Mr. Apple's class when his curiosity peaks.  Children understand that school can be a place of fun and excitement.

What are some of your favorite books to help students get ready for back to school?

Parent Tips and Tricks

Hi everyone, it's Jennie from JD's Rockin' Readers with you today!  With a new school year upon many of us I decided to update my Parent Tips and Tricks FREEBIE.  This was one of the first things that I made and put on TPT.  It definitely needed a "facelift".  

Basically, this freebie has "newsletters" that can be sent home to parents of beginning readers.  The reason I made it is because many parents want to help at home but they just aren't sure how to help.  Most of the materials that I have to give to parents can be very overwhelming.  There is usually a lot of information packed into a small booklet so I wanted to make something that could be shared over time.

Each newsletter can be sent home at your discretion.  I usually send them when I am teaching those skills in class.  Click on the picture to get this product.

Developing a Concept of Word with Emergent Readers

Hello from Comprehension Connection!  Today's post is aimed at the Emergent Reader and will hopefully provide some help and guidance for the Pre-Kindergarten and Kindergarten teacher.  The specific topic is how to develop a concept of word (COW) in young readers. I chose this topic after requesting input from my Facebook readers on the types of activities that are used in the regular classroom to work on this skill and how much time is devoted to it.  Interestingly, there were misunderstandings on exactly what Concept of Word meant.  Many understood it to be matching speech to print or being able to track.  However, Concept of Word is a bit more than this, and it is *the* sign that an emergent reader has become a beginning reader.  

What is a Concept of Word?

A Concept of Word (COW) is the culmination of a student's automatic knowledge of letter sounds, his/her ability to isolate the beginning consonant sound, match spoken word to the print and realizing that words are separated by space, and remember words in isolation that have been previously taught. A student's COW develops in stages.  

Developing Concept of Word

The student shows following at each stage:
1.  Has left to right directionality, but no word awareness. Writing looks like squiggles across page.
2.  Points along with stressed units (syllables or words, but does not differentiate).  Writing begins to include some letters, but they are random.
3.  Points to words and says syllables. Writing begins to include beginning sounds of words.

Rudimentary Concept of Word Development

The student is approaching the beginning reader stage when he/she:
4.  Points to words and begins to self correct when he/she gets off track. Writing now includes beginning and ending sounds, but may not include vowels.

Firm Development of a Concept of Word

The student has reached the beginning reader stage when he/she
5.  Demonstrates accurate tracking of print.  Writing includes space between words and short vowel words include beginning, middle, and ending sounds. The reader in the video below is not completely  firm, but very close.

How Can Teachers Work to Develop COW With Students?

The first step with Concept of Word Instruction is to teach the poem to the students.  They need to have the poem memorized, so that they can accurately match the memorized words to the print they see. Teachers can use pictures that represent the text or hand motions with common nursery rhymes and finger plays.

What follows is the fun part for me!  The best way to develop COW is by playing with words, sentences, and a large assortment of pointers.  I mean really...don't we all love swinging around a light saber once in a while??  The pointers in the greatest demand in my room are most definitely my light sabers, but magic wands are very popular too. I also recommend flyswatters of various designs. They are perfect for boxing individual letters or for finding sightwords.

When working with my kinders on pointing, I place a touch point under each word.  I discovered this tip when I downloaded freebies from Sparklebox.co.uk .  I downloaded short vowel word cards for a game that included a dot under each sound.  (perfect for blending, but that's for another post).  Anyway, I transferred that technique to developing COW.  As we continue to develop COW, I put my students more and more into leveled books.  I continue to use this strategy with projected books on Reading A to Z and with other powerpoint resources I've made.  If you are a primary teacher, Reading A to Z is a subscription that is well worth the price.   The projectable feature has been very beneficial to my students for modeling and practice, but there are many other resources for beginning readers available on the site.  You can explore that further {here}.


Matching words in isolation to words in context is another activity that fosters an understanding of print. Teachers can use different fonts with the word cards.  Using Dolch words with various games helps students to identify them in context too and helps students recognize when their tracking is off.

Marie Clay refers to Concept of Word as "Reading the White Space", and this activity has helped my students recognize this.  I model how to separate words by cutting between them like pulling apart puzzle pieces.  In fact, we often take the pieces, mix them up, and reorganize them to make the individual words become the line of the poem.

After we have worked a few days with the sentences strips and words in isolation, I transfer my students to the book form.  With the book form of the poems, I spend time on letter identification, sighword identification, using picture clues, and even comprehension.  The children enjoy highlighting, boxing, underlining, and marking with mini stickies features I ask.  In the pictures below, you can see where we highlighted sightwords (I normally call it, "I Spy" which means it's a game).  We also mark by boxing around the letters by name and sound.

Even though comprehension is the focus with instructional readers, emergent and beginning readers need modeling of comprehension skills too.  After all, as students begin to read, they need to understand the meaning in order to cross check their accuracy.  For beginning readers, the picture clues provide a support to this understanding.  Teachers can have students "read" the text and decide what is missing in the picture. Above, you can see the apple before coloring and after.  The apple in the picture needed to be colored in order to accurately match the print.  

For this picture, teachers might ask,
 "How can you tell she loves to eat apples?"

For this picture, the teacher might ask students
 to connect the picture to the words that describe it.

With my students, I typically work with a poem for a 3-5 days depending on the poem's difficulty. The last thing I do with my students is give them the poem on a single sheet.  We practice reading without the aid of touch points, highlights, boxes, etc.  I have them prepare the poetry page for their keepsake book, and as the year goes, the poems we use increase in difficulty.  Our kindergarten teachers use thematic teaching, so the poems I choose to use with my groups typically parallel what is happening in the regular classroom.  I do not use the same poems in my room though because I try to provide them with new experiences to build upon skills that are developing in the classroom.  Plus, new poems keep the learning fresh and fun.

If you'd like to add this poem to your COW collection, feel free to download your own copy using the image below which shows what is included.  I also have a yearly bundle for $20.00 that includes 39 COW sets.

Pin for Later:

Now, readers, it is your turn.  Please share the clever ways you work on these skills or any observations you have made with your students.  Have a great start to the school year, and thanks for visiting today.