What the students do when they come to Room 106
Phonics: The children work on spelling patterns, both in reading and writing to help them decode new words. They use magnetic letters, read poems, and find words within their texts and identify spelling patterns. Some of the struggling readers use a program called Reading Mastery or Corrective reading to help accelerate their growth. We align the phonics patterns with those being taught in the classroom and give the students extra support.
Guided Reading: The teacher begins by doing a picture walk through an unfamiliar fiction or non fiction book and the children look for new words, make predictions and connections about the story before they try to start reading. The next day, they reread this familiar text chorally with the teacher's voice. Then, they start a new books. These are the books that come home each week. The program that is used in the Intervention classroom is called LLI- Leveled Literacy Intervention.
Read Naturally: Some students work on one short passage each week. They begin by reading as many words correctly in one minute and record their score on a graph. Each day, they re-read the text for fluency and answer comprehension questions, finding evidence in the story. They jot down important details, using one of eight thinking maps and do 'talking' summaries before, finally writing about the story. They time themselves again at the end of the week and see their scores 'soar'. They are excited to color in these scores with red crayon.
Writing: Some of the groups are focusing on improving their writing skills by using a structured approach to writing a variety of genres, such as personal narrative, persuasive, opinion, poetry, research and letter writing. They go through the same steps before, during and after writing, including self, peer and teacher editing. They are always excited to share their final products in a celebration!
Phonics: The children work on spelling patterns, both in reading and writing to help them decode new words. They use magnetic letters, read poems, and find words within their texts and identify spelling patterns. Some of the struggling readers use a program called Reading Mastery or Corrective reading to help accelerate their growth. We align the phonics patterns with those being taught in the classroom and give the students extra support.
Guided Reading: The teacher begins by doing a picture walk through an unfamiliar fiction or non fiction book and the children look for new words, make predictions and connections about the story before they try to start reading. The next day, they reread this familiar text chorally with the teacher's voice. Then, they start a new books. These are the books that come home each week. The program that is used in the Intervention classroom is called LLI- Leveled Literacy Intervention.
Read Naturally: Some students work on one short passage each week. They begin by reading as many words correctly in one minute and record their score on a graph. Each day, they re-read the text for fluency and answer comprehension questions, finding evidence in the story. They jot down important details, using one of eight thinking maps and do 'talking' summaries before, finally writing about the story. They time themselves again at the end of the week and see their scores 'soar'. They are excited to color in these scores with red crayon.
Writing: Some of the groups are focusing on improving their writing skills by using a structured approach to writing a variety of genres, such as personal narrative, persuasive, opinion, poetry, research and letter writing. They go through the same steps before, during and after writing, including self, peer and teacher editing. They are always excited to share their final products in a celebration!