In the beginning...
the Kindergarten students spend the first quarter learning about concepts of print (left to right, syllables, rhyming, matching voice to print). We practice reading using Big Books, our daily schedule, and our daily message. We meet with the children in small groups to do word work or read leveled books as well as having them read independently as part of our Readers’ Workshop time. The students learn three ways to read a book: by reading the words and/or pictures, by retelling a familiar story, or by making up a new story using the pictures. Then we practice reading in our own space, starting at three minutes and building up slowly. As they can successfully read for three minutes, we slowly increase the minutes until they read for 15 minutes or more independently. In the same way, we practice partner reading. We learn many word study activities and how to listen to books using the iPads. The students either meet with a teacher in small groups or they choose one of the Readers’ Workshop activities: listening, buddy reading, writing, word study, or read to self. Our reading time is filled with purpose and happy children. We gather together after about 20 minutes to share our activities, engage in a whole group lesson and then we choose again.
Whole Group
A balanced reading program includes daily guided reading, reading aloud to students, shared reading, independent reading, opportunities for students to share reading and writing with one another, and reading/writing across the curriculum.
Reading Groups
Students meet with the teacher in small groups to do word work and/or read leveled books at their “just right” level. They will learn new reading strategies to help them read unknown words and to understand the books they are reading (as well as the books that are read aloud to the class each day). The children will also respond to the reading in writing (such as writing the beginning, middle, and end of the story). You can support your child at home by reading to them each night, checking out books that interest them from the public library, and modeling your own reading interest for them.
Read At Home
I encourage you to read with your child for at least 20 minutes a night. Spend time looking for familiar letters and words, discussing the pictures, characters and the overall theme of the story. Most importantly, enjoy spending special time with your child as you help nurture his/her love for reading!
Literacy Learning Links
http://www.starfall.com
http://www.raz-kids.com/main/Login
http://www.bookadventure.com/Home.aspx
http://www.seussville.com
http://www.abcya.com/kindergarten_computers.htm
http://pbskids.org/
http://www.teacher.scholastic.com/clifford1/index.htm
http://pbskids.org/wordworld/characters/game_dlp.html
http://www.storyplace.org/storyplace.asp
http://pbskids.org/clifford/stories/index.html
Let's Learn Sight Words!
http://www.mrsperkins.com/dolch.htm
(By the end of the year students should be able to read all of the pre-primer and primer words.)
the Kindergarten students spend the first quarter learning about concepts of print (left to right, syllables, rhyming, matching voice to print). We practice reading using Big Books, our daily schedule, and our daily message. We meet with the children in small groups to do word work or read leveled books as well as having them read independently as part of our Readers’ Workshop time. The students learn three ways to read a book: by reading the words and/or pictures, by retelling a familiar story, or by making up a new story using the pictures. Then we practice reading in our own space, starting at three minutes and building up slowly. As they can successfully read for three minutes, we slowly increase the minutes until they read for 15 minutes or more independently. In the same way, we practice partner reading. We learn many word study activities and how to listen to books using the iPads. The students either meet with a teacher in small groups or they choose one of the Readers’ Workshop activities: listening, buddy reading, writing, word study, or read to self. Our reading time is filled with purpose and happy children. We gather together after about 20 minutes to share our activities, engage in a whole group lesson and then we choose again.
Whole Group
A balanced reading program includes daily guided reading, reading aloud to students, shared reading, independent reading, opportunities for students to share reading and writing with one another, and reading/writing across the curriculum.
Reading Groups
Students meet with the teacher in small groups to do word work and/or read leveled books at their “just right” level. They will learn new reading strategies to help them read unknown words and to understand the books they are reading (as well as the books that are read aloud to the class each day). The children will also respond to the reading in writing (such as writing the beginning, middle, and end of the story). You can support your child at home by reading to them each night, checking out books that interest them from the public library, and modeling your own reading interest for them.
Read At Home
I encourage you to read with your child for at least 20 minutes a night. Spend time looking for familiar letters and words, discussing the pictures, characters and the overall theme of the story. Most importantly, enjoy spending special time with your child as you help nurture his/her love for reading!
Literacy Learning Links
http://www.starfall.com
http://www.raz-kids.com/main/Login
http://www.bookadventure.com/Home.aspx
http://www.seussville.com
http://www.abcya.com/kindergarten_computers.htm
http://pbskids.org/
http://www.teacher.scholastic.com/clifford1/index.htm
http://pbskids.org/wordworld/characters/game_dlp.html
http://www.storyplace.org/storyplace.asp
http://pbskids.org/clifford/stories/index.html
Let's Learn Sight Words!
http://www.mrsperkins.com/dolch.htm
(By the end of the year students should be able to read all of the pre-primer and primer words.)