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=MCPSS Reading/Language Arts link= = = Reading

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As a certified Reading Specialist, I decided to create this page to inform parents of the strategies I use to teach reading to first graders. We read many books through out our day. We read from all genres and from many different authors. By the time they leave my classroom, I want to have instilled in each child a love of reading and a lifelong yearning to learn.======

At the beginning of the school year, I will individually assess each student with STAR testing, Scott Foresman Baseline Test, and a few other reading tests if needed to ensure each student will be provided with differentiated instruction. I will also be sending home surveys for each parent to complete so I may take into consideration the whole child as I assign flexible grouping. I will meet with each family individually so we can collaborate on an action plan for your child that will gain positive results.

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Reading begins with whole group time on the carpet. During these thirty minutes, we focus on phonics, vocabulary, comprehension, and exploring the "essential question" for this week's story as it ties into the unit's "Big Idea." Whole group reading is brief. I am able to make a few informal assessing of students as I record struggling students into my anecdotal records. Real progress is made in my flexible small grouping as we work on each student's differentiating needs.======

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In small group, we begin daily phonics. Each week we focus on a new phoneme (sound) and word family. Students practice "stretching" a word, counting individual phonemes, finger spelling and finally scribing the word on paper. We spell words that rhyme in the same family so students can familiarize with onset and rime. For example, we may work on the /short a / sound. We start with a word //**(cat)**// and change the initial sound (onset) but keep the ending (rime). We learn to spell rat, mat, fat, bat, hat. Then we keep working with the /short a/ by changing the rime to form new /short a/ families. For example, we could spell /ap/, /ack/, /ash/, or /am/ words. We start phonics in whole group, but I pull struggling students into small group or individual instruction for additional guided practice. Our phonics is in a sequential progression and is always connected to text. Students first write the new words in dictated sentences. Then, they read a decodable story containing the new sound.======

During small group instruction, students who are not currently working with the teacher are working in small groups in reading centers and technology integration. Students are provided anchoring activities they are responsible for completing during center time. Student folders contain accountability checklists and an individual prescribed center time plan of action. Students should demonstrate daily progress in task completion. If an individual student does not show progress, a student/teacher conference will be scheduled to determine the problem. If student still continues to turn in incomplete work, parent will be notified by note or phone call. A parent/student/teacher meeting may need to be scheduled. I am fair in my assignments and realize everyone is entitled to an "off- balanced" day every now and then. I hold high standards for my own teaching so, I expect my students to adhere to giving their personal best!

Reading instruction doesn't stop at the end of our 90 minute reading block. We continue to read throughout the day. As a filler, we may practice choral reading using a poem on the overhead. Repeated readings are useful in developing fluency. I may assign buddy reading too where two students take turns reading a passage or book. We play games with sight words and read Fry Phrases together. Tier III vocabulary words are introduced in Math, Science, and Social Studies. Reader's Theater scripts are used to link the arts with reading. Reading and writing are integrated in our classroom. I provide my students plenty of opportunities to write: journaling, blogging, and storytelling. We integrate technology as frequently as possible. Oral language is developed as each student records audiocasts to assist with Voicethread and Fotobabble.

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Every night, reading homework is assigned. Fifteen to thirty minutes per day of homework is plenty! Re-reading of phonics decodables or of our current reading story might be assigned. Please read daily with your child! I respect fostering a strong Parent-Teacher-Child relationship. I will always keep you informed of your child's progress through a note or phone call. Please schedule a meeting with me during my planning period at your convenience. Working together, your child will have a successful year!======

=Language Arts Benchmarks, Pacing Guides & Grading Parameters=

~Susan C. Monday First Grade Teacher W. H. Council Traditional School

Kindergarten Guest Reader : Abbie age 6 5/17/2011media type="custom" key="9470952"