Independent Reader (Self-Selected Reading) Procedures

Read the book, Petunia, then establish the procedure that there is no FAKE reading during independent reading time by students.

Establish that students pick a book that they want to read instead of that the teacher assigns a book to the child.

Establish with the students what independent reading looks like and sounds right.  What are the expectations?  When we look around the classroom, what does the teacher see and hear?  What do the students?  How is the teacher holding the students accountable?

Read the book Wolf to establish what fluency understanding means. 

Using Name Walls to Teach Reading and Writing

I am looking forward to reading this book. I hope that scholastic makes it available on Kindle!

The Very Hungry Caterpillar celebrates 40 years

Today is The Very Hungry Caterpillar Day, a celebration of the 40th anniversary of the publication of The Very Hungry Caterpillar by Eric Carle.    Eric Carle’s official website http://www.eric-carle.com/home.html 

The caterpillar is 40!  Let’s celebrate!  http://www.eric-carle.com/events.py

Picture book art is here:  http://www.picturebookart.org/Exhibitions/Current_Exhibitions

Lesson Ideas

http://www.dltk-teach.com/books/hungrycaterpillar/index.htm

http://www.teachingheart.net/veryhungrycaterpillar.html

A Kiss for Little Bear Ideas

Book available on Amazon http://www.amazon.com/Kiss-Little-Bear-Read-Book/dp/0064440508

This page helps the students to retell the story, Little Bear’s Kiss. It was wonderful color pieces.  http://www.homeschoolhelperonline.com/worksheets/little_bear_story.htm 

More ideas for lapbook ideas for A Kiss for Little Bear http://www.homeschoolhelperonline.com/lapbooks/a_kiss_for_little_bear.htm

coupons  http://www.nickjr.com/printables/noggin-shows_little-bear/all-themes/all-ages/index.jhtml

Little Bear lesson posted on Teachers.net  http://teachers.net/lessons/posts/1139.html

I am working on a Shared Reading comprehension lesson about Little Bear.  Here are links that I looked at and searched while developing the lesson.

The Jacket I Wear in the Snow

There are lots of ideas for teaching The Jacket I Wear in the Snow.   

My favorite idea was when the kids put on all their winter clothes and then wrote about the items they wore in the snow. 

     http://www.calicocookie.com/jacket.html

aim.hamptonu.edu/outreach/AK-2006/p_projects/final_group_ppts/jacket-i-wear.ppt

http://www2.scholastic.com/browse/lessonplan.jsp?id=1017

There are pictures for retelling The Jacket I wear in the Snow here:  http://kpoindexter.wordpress.com/languagewriting/  Scroll down looking for The Jacket I Wear in the Snow.

 

 

What is your favorite item of winter clothes?

 

Day 1

Before Reading:  All the kids put on all their snow stuff.  What do you wear in the snow?

Setting purpose:  What do we wear in the snow?  Make a list as we take off our items.  We wear ____ in the snow.

During Reading:  Read The Jacket I Wear in the Snow

After Reading:  Touch or Check off the items the child in story wears in the snow.

 

Day 2: 

Before Reading 

Review Vocabulary:  Teach says, “What word am I?  I wear it on my  _____.  My first sound is ____.

 

 

Word work:  Identify the number of syllables in each word.  cap, jacket, hat, etc.

Set purpose for reading book:  Identify the place on your body that each vocabulary word would be place.  (hat on head) (scarf around neck).  When the teacher is reading the book, the kids point to the part of the body that the clothing word goes on. 

During Reading

Read Book:  Today while you read (choral or echo read) you will point to the place on the body where the clothing word goes. 

After Reading

Teacher checks for understanding as the students and teacher are reading.  “This is a ____ on my ____.”  The teacher has written this on sentence strips with picture clues. 

 

 

 

 

 

I like chant and writing ideas

To introduce students to writing about what they like, many teachers introduce students to an idea chart.  The students and teacher generate a list of things or items they like.  This scaffolds writing.

High-Frequency Words

 

We are going in to the hallway. 

I am Mrs. Bradford (the teacher). 

my books

We have no squishy writing. 

No wearing hats in schools.

We like snack.  (This is the place where the teacher keeps the snacks.)

This is the calendar. 

Students learn the high-frequency words because they learn to attach meaning to the words.

Dr. Jean “Hello Neighbor”

One of my favorite Dr. Jean’s songs is Hello Neighbor.  This is part of many kindergarten classroom morning rituals.

Shared Reading Meanies Day 5

Before Reading
Students preview the story with the teacher creating the Q and A sentence strips that will be read in the during reading portion.

During Reading

Students read with the teacher. Half of the students read the question. Half the students read the answer. The question is written on one color sentence strip. The answer is written on another color sentence strip.

After Reading

Make a Book -

Does Debbie (student name) want to be a meanie?

(This is written on strips of paper and provided to students to glue stick on paper.)

Not me!

Students glue the words Not me! and their own picture on their paper.

Shared Reading Meanies Day 4

Before Reading
Discuss the difference between mean and nice.

Setting Purpose
Today while reading the students will rewrite the Meanies version into the Nicies version by adding sentence strips.

What do meanies do? Meanies drink their bath water, but nicies drink clean water.

During Reading
Read each page chorally, then discuss what the nicies could do. Teacher writes the sentence strip.

After Reading
Every student is given a picture of what the nicies do. As the teacher turns the pages, the children put their picture in the pocket chart.