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Home : 2001 : July : 17
Then, I divide my class up into 3 groups. One group (about 10 students in each group) I take and we do guided reading- or small group instruction. This takes about 25 minutes. The reading we do in this groups are on the student's instructional level. I teach 4th and 5th grade and I have a range of reading levels in my class from first grade to sixth grade. It is important to read books on the student's instructional level- books that are readable with a little teacher guidance. The groups are flexible, for instance, a student isn't "stuck" in the same group all year. If their reading level goes up- they move to a different group. Sometimes, I do literature circles on a certain topic- like if we have an interest in Helen Keller or World War II we might be in a group with different abilities, reading different books about the same topic. Ususlly a mini-lesson reinforcing the same idea we talked about as a whole class in these groups or a learn a new reading strategy or a mini lesson relating to word study to work on during independent working time. *While these guided reading/literature study groups are going on 10 students are independently reading on their level. Sometimes, students listen to a book on tape as well. It is important that they are reading books on their level because they may not talk or move around the room during this time. *The other 10 students are working on independent work at this time- writing a response to their reading in their journal, working on a word study activity, handwriting practice, or any other independent work- like taking notes for the science chapter we are currently studying, etc. I look at everyone's journal once a week - 5-7 a day. Everyone knows which day they need to leave theirs on my desk. I read it and respond. I try to ask probing questions and get them to really think about what they are reading. My very awesome aide monitors this activity and "guides" students accordingly. *After all 3 "rotations" have taking place we then all gather in a circle on the floor for 10 minutes summing up what we did during the reading block. We give compliments when necessary- "I really like the discussion we had during our small group... we talked about..." (The students do this, I am a listener, and record important ideas in my grade book) They rate themselves based on a rubric describing HOW to silent read-- a 1 is they were "totally into the book- no distraction" a 2 is "mind wandering- had difficulty concentrating" and a 3 is "totally distracted." They say 1-2-or 3 and I record what they were in my book. They are honest and most of the time they REALLY try for a 1. And sometimes they share similes they found in the book or any other authors craft we might be talking about during our mini-lessons. Sometimes they want to tell about a book they are reading during independent reading time. That is how I run my Reading Block. I'm sorry if I didn't answer the question. There is no "set" of lesson plans- you base all lessons on what the students already know- and build on that. I hope I helped. As for Writing Block- that is where I need help!
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