On the Champs(M.A. Reilly, December, 2023)

Showing posts with label interactive writing. Show all posts
Showing posts with label interactive writing. Show all posts

Thursday, September 3, 2015

Early Literacy Series #7: Teaching Comprehension & Fluency

This is the seventh of seven posts about early literacy.

One of the challenges in helping children learn how to read is providing a variety of daily experiences that develop fluency and comprehension. In this last post of the series, I outline few instructional practices teachers can use during interactive and shared reading and interactive writing.

Fluency Chart

Fluency

  1. Model oral reading with expression in patterned and familiar storybooks during shared reading.
  2. Create opportunities for student to read chorally with you as you read familiar refrains. This works well when the text can be seen by the students through the use of big books, charts, and projected text.
  3. Choose patterned text, including familiar nursery rhymes and poems, to have students practice reading with phrasing and expression. Again it is important that students see the text. 
  4. Consistently uses one-to-one matching with new text (reads almost exclusively word-by-word, usually pointing with finger).
  5. Model pointing as needed in shared reading and interactive writing.
  6. Encourage beginning readers to point to each word as he or she reads.
  7. Encourage peer to peer talk.

Comprehension

Retelling Anchor Chart
  1. When reading aloud (interactive and shared reading) encourage students to elaborate on details from the story by providing prompts like, then what happened?
  2. Select meaningful texts for reading aloud and as guided reading materials. Consider text quality and context.
  3. Ask students to tell how details in pictures relate to the story. 
  4. Encourage students to point to the pictures as they talk about details in the story.
  5. Encourage student to look back at text and pictures as you discuss the text after reading.
  6. Create opportunities for discussion of read-aloud and shared reading text.
  7. Pose a question for student about text and as he formulates answers ask, "What in the picture tells you that? What in the text tells you that?"
  8. Create an anchor chart where you record the information from pictures and text.
  9. Create anchor charts as you work together to identify story elements.
  10. Model talking about parts of text in sequence during shared reading. Teach students about the prompts as well (i.e. Tell me more, what makes you think that? etc.). 
  11. During guided reading prompt students to talk about parts in sequence.
  12. Give student multiple opportunities to identify and discuss the story elements as you work together in texts.
  13. Thoughtfully chunk text (create stopping points) as you plan for guided reading, shared reading and interactive read aloud opportunities.
  14. At chosen stopping points ask student, What do you think will happen next? to encourage careful predictions.
  15. Give student multiple opportunities to discuss predictions with peers and/or teacher.
  16. Confirm or change predictions as you continue reading text together. 
  17. During interactive read-alouds model making predictions based on illustrations or parts of stories. 
  18. Teach students what it means to make predictions. 
  19. Create an anchor chart about making predictions to refer to during later teaching about predictions.
  20. Teach students to monitor predictions during interactive read aloud.
  21. Pose questions that invite children to infer at spots in the text and across the text.
    22. A student's questions recorded during a read aloud.
  22. Teach students how to pose their own questions and privilege this work.


Students' Inferring Chart Kept During Guided Reading
Students' Inferring Chart Kept During Guided Reading














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Wednesday, September 2, 2015

Early Literacy Series #6: Teaching Word Solving through Shared & Guided Reading

This is the sixth of seven posts about early literacy.
Guided Reading in Kindergarten

Teaching Sight Words

  1. Provide students with a classroom word wall so that they have a mental anchor to sight words.
  2. Add several sight words a week to the wall and regularly interact with the wall. I found Pat Cunningham's Phonics They Use to be a great resource in how to make sure the wall remains interactive. Also this ppt is helpful. 
  3. Encourage students to find word wall words in the text during small and whole group lessons.
  4. Explain that sight words help make reading easier because we can use them.
  5. Use an individual-size and/or full-size word wall to help build a sight word vocabulary or provide students with a portable word wall the children can use when they are writing as Lenore Furman, a kindergarten teacher at Abington School in Newark designed.  See video below.


6. Look at the books you'll be using for guided reading during Levels A through C and make sure that you have all of the sights words identified for teaching. I do this rather than rely on a list from a program.  Individual Word Wall Template.
7. If an unknown word is on the word wall, refer to it as a student comes to a sight word she does not recall. Say, That word is on the word wall, can you find it? What is that word? Okay, reread the sentence now that you remember the word. If the word is not on the word wall, use context clues to help the child figure it out (skip it and reread, look at the letters) and add it to the wall. 

1st grader using the app, Sight Words.

8. My favorite app for teaching sight words is Sight Words by Teacher Created Materials.

A small group interactive writing lesson with kindergarten children. They were writing in response to a read aloud.

9. Make sure to include taught sight words during interactive writing.  As one students is writing the whole sight word in text, the other students can write the word on the carpet or on individual whiteboards.

The cut apart sentence, focusing on specific letter and word learning in grade 1.

10. Cut apart a sentence into individual words and have students reassemble it.
11. Use highlighter tape and highlight sight words (you are studying) in shared reading texts. Wide tape.
12. Build the words with letter tiles or magnetic letters. 
13. Stamp the words using alphabet rubber stamps. 
14. Use alphabet cookie cutters or play dough letter stamps to stamp the words into play dough.
15. Determine a procedure to teach sight words and stick to it. I like Jan Richardson's 4-part process. (What's Missing? Mix and Fix. Finger Spell. Table Writing)



What Do I Do When I Come to A Word I Don't Know: Word Solving

1. Use prompts to cue student to use first sounds as she solves for unknown words, such as, What sound does that word start with?



2. Prompt students by saying, Get your mouth ready for the first sound.
3. Prompt students to Look at the beginning of the word.



4. Prompt students to Look through the whole word.
5. Encourage cross-checking and self-correcting behaviors by prompting student to look at pictures and words as she solves for the unknown.
6. Also, prompt student to reread and fix miscues when her reading doesn't make sense, sound right, or look right (words and pictures don't match).
7. Instruct student that reading always makes sense, sounds right, and looks right. If reading does not make sense, sound right, or look right, she needs to reread and make changes.
8. After child reads through a miscue, guide him back to the point of miscue and ask, Did that make sense? or Did that sound right? or Does that look like what you read? Ask child to reread and fix error.
from http://www.teachingace.com/reading-strategies-anchor-chart/
9 While reading with a student in instructional text, prompt student at the point of word-solving to, Look for parts you know. Do you know a word like that? Do you know any other word that has the same letters at the end/beginning?
10. Add one word from each word family/rime to the word wall. Use that word to help write and read other words.
11. Indicate the special word family words/rimes by placing a star next to them on the word wall.
12. Prompt child to use the word wall as a resource for these words: That word looks like one of our word wall helper words. Can you find the one it looks like? What is the word wall word? If that's____, what is the word in the book? 
13. Capture strategies on an anchor chart the children can use.


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