![]() ![]() These great practice easy readers and strips come from this packet! Click below to view! These easy readers and practice strips are great for those friends! However, for some of my students this will be their first experience with 1: 1 reading. I then ask what letter makes that sound.īelow are a couple of photos of the students practicing their 1:1 correspondence This is something that some students already have a solid foundation. I then ask the students to tell me which sounds was the same /t/. This helps them connect a visual to the sounds they heard. To demonstrate this activity at first and then continued for my beginning level learners I use snap cubes to represent the sounds. The teacher gives three sounds with two being the same and one different. If a student is a problem solver they will most likely be able to solve the unknowns they will find in reading! My guided reading groups are “fluid” so if I see one student that needs to change I’ll go ahead and change it up! I have no more than 6 to each group.īelow is a snap shot of an activity called single sounds. So back at how I group my students! I use their AIMS web data, their total letter names/sounds using the above assessing tool, a phonological assessment, and my own teacher observations of the students during the whole-group guided reading and I also look at the student’s ability to problem solve- not just in reading but in their classroom behaviors. This is great for the beginning of the year so you can hopefully see the student’s graph get higher and higher! Then graph how many they got each date you assess. ![]() You change colors each time so you can keep track of progress over time. Click the picture below to grab this letter naming assessment freebie! How do I to use it? Present letters to students and mark with a new color pen/marker for correct responses. This is important because the AIMS data is only a random selection. I also do a basic screening of all capital and lowercase letters. Most students have a lot of difficulty with the letter sounds! The letters are in a random order and with an equal mix of uppercase and lowercase. ![]() We see how many letter names and sounds the student can state in 1 minutes time. We take it about the second week of school. My district uses AimsWeb similar to that of Dibels. I introduce Daily 5: Read to Self.Daily 5 read to self is always such a hard concept for the kids to get….no you can’t get up, no you can’t shout out, and no you can’t change spots either! Bless their little hearts- – they do their best □ We started out by making our chart together and learning the three ways to read a book. I start out the first full week of school. I am also able to easily work with a group while the remaining students work INDEPENDENTLY! Below I will break it all down, answer frequently asked questions, and leave you with a sweet deal □ We are currently getting in our four rounds of Daily 5/guided reading groups. It truly ends up being one of their favorite times of the day. Happy Tuesday blog friends! I am so excited to compile ALL of my guided reading/Daily 5 ideas into one easy to read and follow blog post! Every year I am so impressed with how quickly my students grasp the Daily 5/Guided Reading time of the day. ![]()
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