Welcome to my Quia Web Page!
My Daily Schedule
8:00-8:40 One to one tutoring
8:45-9:30 First Grade Literacy Group #1
9:35-10:25 First Grade Literacy Group #2
10:30-11:20 First Grade Literacy Group #3
11:20-12:00 First Grade Recess on Friday Duty/Lunch/Planning
12:00-12:30 Testing and Planning
12:20-1:00 Kindergarten Lunch Duty (Friday only)
12:30-1:30 Student Intervention Team Meeting on Wednesdays
12:00-12:45 First Grade Literacy Group #4 -4 days only
1:15-1:45 Kindergarten Literacy Group #1 -4 days only
1:45-2:15 Kindergarten Literacy Group #2 -4 days only
2:20-2:40 First grade Recess Duty- Friday only
2:15-2:45 Kindergarten Literacy Group #3 -4 days a week
3:00-3:30 Car Duty/Planning
Reading Levels for each Nine Weeks for First Grade
This is noted on your child's Report Cards
Classroom Levels Literacy Class Levels
First Nine Weeks
Levels A, B, C, D Levels A, 1, 2, 3,4,5,6
Second Nine Weeks
Level E Level 8
Third Nine Weeks
Levels F, G Levels 10, 11, 12
Fourth Nine Weeks
Levels H, I Levels 13, 14, 15, 16
Please note how the levels in the regular classroom correspond to the levels in my classroom. My levels are different in that I use numbers to reflect certain aspects of the text in respect for my reading program.
Please make sure that your child is reading everyday. Your child should have different books unless I am not here.
Yeah! Thanks for helping make sure your child is reading their books from my class at home and returning their books daily. Students feel good when they are prepared for class.
First Grade Literacy Group
In reading, students should be monitoring with known words, cross checkjing cues, and integrating cues. Most of my first graders are reading at least a level six at this time of year. Many of my students are in levels 12 through 16. Yeah!!
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Phonics- still working on letter sound match fluency eg. a students easily and quickly knows that Aa starts the same as apple. But are also adding chunks of information, i.e. sh, th, wh, ch, ing, ed, er, ou, ay, ee, ea, and vowel patterns such as: ike, ake, ade, etc. We are also working on word ladders. That is starting with a word like bird and ten words later ending with chirp, using ir chunk.
Students are also working on visually analyzing words.
That means words that have an irregular spelling. I teach students to let the letter sounds help them but to also think about how that word looks. For instance, the word- there. Sound can help students but they must start remembering how the word looks. It is found in many of their books. Call attention to these words after the student has read a book a few times. I say to them "What was that word you read so fast? Can you write it?"
Remember that "automaticity" in letter sounds, that is where the student knows the sound of a letter or digraph (i.e. th, sh, wh, ch) fast and fluently. We are working hard for this in our letter work part of the lesson. You can help your child by quizzing them about words that they know or words the don't know. For example, write a word and say what is this word? cat or harder would be: got, win, swing, spend, etc. Basically this is what we have called "sounding words out" in the past. It is being able to decode quickly and accurately.
*In the area of writer's checklist, my students have really improved and are integrating all five into their writing.*
Writer's checklist involves learning editing and revision skills that good writers use.
1. Read to see if your story makes sense.
2. Add to your story or cross out what you don't need.
3. Circle words that are tricky. (searching for misspelled words).
4. Listen for periods, question marks, exclaimation marks, and quotation marks in your story.
5. Look for capital letters.
We have learned them all so look for them in your child's writing.
For the first week or so of May for our writing skill, first grade will be writing stories with setbacks in the plot. These setbacks keep the main character from immediately achieving his/her goal or solving the problem. I think the students will really enjoy this objective!
Guided Reading- books are appropriately selected to each literacy groups reading level and needs incorporating the phonics and stratiegies learned across the lesson.
We are in levels 4 through 12.
Students are checking books out of my cubbies. These books are student selected and have not been read in class so you may need to assist them a little. They are still checking out guided reading text also(they are familiar and have been read). They may check up to four books daily if they have been responsible in returning books. I have been very pleased how students have been reading from these self selected books!
Kindergarten
Kindergarten selection and scheduling are finished. Students attend thirty minute lessons two times a week. We are concentrating on phonemic awareness skills, like rhyming and alliteration. Alliteration means words that start the same, apple, Annie, animals. We are also working on hearing and recording sounds in words using counters.
***Look in the Sept issue of Parents for a very informative article on ADHD and how it affects the overall child and school. If you want a copy of the article, send a note with your child and I will send you a copy. ****
**Look for the Reading Rainbow book TV schedule on AETN.**
It is readingrainbow.com
As always, if you have any concerns or questions please contact me at school or at home.
school 679-2111 home 893-2725
Email- mayb@brier3.afsc.k12.ar.us
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| Last updated 2008/09/28 09:29:07 PDT | Hits 455 |
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