reading a to z

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Home : 2008 : May : 7

reading a to z
By dallen1

provides differentiated instruction according to the reading level of the student-no matter what level-I use a little of both-studies show students learn differently-I have taught first grade for 7 years. I use shared reading
as a time to teach reading strategies and comprehension skills. Our school has an explicit phonics (Open Court) program that I love. However, I teach guided reading groups. These groups are not fluid, but flexible. I usually have had 4 groups. high,med hi, med low, low-Each day we meet for 15/per group. Throughout the year as groups grow/change/needs change-I meet with some for 15 min,

some 10, some 20-depending on student needs, I also meet one on one. I love REading a-z. I use it for running records (I do with all students in beginning of year every 2 weeks, med low/low every week, by Jan med/medlow every week med/high high as needed. The other times, I allow the students to use the books as part of their book box (books read silent, w/partner,etc). I allow only med/high and high students to work on the worksheet part-but only beginning in Jan. when I know-through repeated assessment,teacher observation, and guided reading groups. I call them reading contracts. They work on this or centers while I am working with other GR groupsParent volunteers and teacher assistants have used these with groups too. I usually have "teachable" moment skills I work on with each group according to need/ability. I hope this helps-may be too late.If you want to discuss more, I will help.