Reading

First thing each morning we spend an hour with reading materials of some kind. The school has sets of readers in a leveled series. The children are "benchmarked" with the program's running record system. Then I group the children and teach my own class.

I decided to have 4 different groups of 4 - 7 students in the room, and one student who works on his own at a very low level with volunteers each day. I collect sets of little books from the Book Closet where they are stored. I check them out and return them when finished for everyone else (K-6) to use if needed. Each group reads one book over 2 weeks. The teachers agree that the books have been there for many years and are well overdue to be replaced. If so, it would be done with our school's budget, and of course cost plenty.

To be honest, this is the first time in all my years of teaching that I've taught reading to my own class all by myself. Even in the 1980's, our reading group rotated every two weeks to a new teacher. I've had a chance now to put into practice all the many management techniques, strategies, and purposeful activities I've learned about over the years! Thank heavens for wonderful volunteers!!

I spend time over the 2 weeks on vocabulary, strategies, grammar, and enrichment between the 4 groups. I'm given the books, but the materials I make myself. Without many community committments, a large house, and extended family nearby, I have the time to make it all in the evenings!! I'm also thankful I brought with me Linda Hoyt and Sharon Taberski resources.

I'm able to use Book Bags with the children at least once a week. The children have an individual folder of a checklist, a book they've chosen from a leveled basket I've prepared, and a response sheet. They are involved reading, retelling to a friend, responding on the strategy we're focusing on, and editing their work. I meet with them one by one to check over their work, listen to them read, and chat about books and their interests. The children love the independence of these, and I love the anecdotal notes I gain from our conferences.

We also have an SRA box where the children choose from a variety of stories in a leveled color. They self test and correct with me. I use this once a week.

Each class has a collection of Home Readers that the children check out each afternoon to take home and read that evening. There are maybe 4 - 5 students who actually trade books regularly. And guess what? They read well! But you knew that.

I am responsible to keep the running records on the students, and I move the children to a different group, depending on their progress.

We are given professional development at school twice a month and we discuss strategies and strands to cover on a regular basis. The teachers k - 2 discuss literacy activities and we share many ideas together.

Also, there is one and one half (!) Reading Recovery for the very low readers. They work with one or two students at a time. Only my very lowest reader has this help 3 times a week for 1/2 hour.

Besides the reading hour, I read a novel aloud at the end of the day. I also break for stories whenever possible and always with the science and social studies theme.

Are they progressing? Yes. I wish it was more, though. I have two who haven't budged. They aren't progressing like I believe they could be. There are always those kids, right? We're not quite half way through the year, so I've got time to push them along.

I'm really missing the literature that I know so well and the ability to match kids with books for their level. I spend time in the library, but there are many many titles I'm not familiar with. I'm helping the children learn to choose books that are a good fit for their own reading level, but I'm not confident that I'm providing the right books for them to choose from. True confessions.

I've also had the crazy thought of designing my own mini A.R. program with a point system. I never thought I'd say that. But it could just be the hook I need for my reluctant boys, particularly. Hmmm. I'm still tossing that one around in my head . . .