Every morning we meet on the carpet to practice our word work. We start by working on a vowel. Right now we are working on short vowels. We review the sounds, practice writing words with that vowel and sort words by the correct vowel pattern. Look at how we sorted -op and -ot words today.
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During Daily 5 we have been practicing a new comprehension strategy, cross checking.
CAFE Strategy: Cross Checking When reading a book for pleasure or for information, chances are you will come to a word or two you are unsure of. You probably will use the accuracy strategy of cross checking without even thinking about it, because it is second nature to you as a reader to read accurately. Accuracy is not second nature to children learning to read. It is something that needs to be taught using a variety of strategies.Your child has been introduced to the accuracy strategy of cross checking. It is important to slow readers down when they come to a word they don’t know and teach them to apply the strategy of cross checking so they are able to fix the meaning and not just skip the word. Cross checking requires a person to constantly think and monitor meaning. It is a strategy for ensuring the words and pictures read make sense and match the letters on a page. How can you help your child with this strategy at home? 1. Listen to your child read. When he comes to a word he is unsure of, remind him to cross check. Ask: • Does the word you are reading match the picture or letters written? (they cross their right arm over their body) • Does it sound right? (their left arm crosses over their body making an X) • Does it make sense? (both arms come down with hands pointing to the ground) *Doing physical movements with each question helps children to remember the questions. 2. If your child is having difficulty with this strategy at home, break down the process: • Have her stop reading when meaning breaks down. • Tell her to look at the letters and say the sounds or look for word chunks in words. • Remind her to use the pictures to help. 3. To make your child aware of using this strategy, give him a piece of paper and tell him to make a tally mark each time he uses the cross checking strategy. Thank you for your continued support at home! Written by: Allison Behne ©2009 www.thedailycafe.com Ideas and strategies are taken from : The CAFE Book, written by Gail Boushey & Joan Moser What is Words Their Way?Words Their Way is a developmental spelling, phonics, and vocabulary program. Words Their Way is intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Words Their Way is an open-ended individual process. An assessment is given to determine where to begin instruction. Based on assessment results students are given words to study in order to discover the common attributes. In this manner students are actively constructing their own knowledge of spelling patterns. Students learn features by completing activities such as word sorting, word hunts, games and drawing and labeling. Students work individually, with partners, and in small groups to encourage cooperative learning and individual responsibility. (Copied from : Beth Dearnley, Janet Freeman, Tanyalee Gulick & Laura Neri Randolph Elementary School Arlington County (VA) Public Schools) This week we began our Words Their Way program. Each week students are given new words to study. Students are in a variety of groups depending on where they are. Groups include; consonants, short vowels, digraphs (sh, ch, th, wh), blends (br, sw, sl), and long vowels. As the year progresses students move up through the levels. We work with the same words all week (sorting and playing games) and then at the end of the week, glue down our word sorts to take home. Last week we learned about the three ways to read a book.:
1) Read the pictures Can you tell a story from just the pictures? 2) Read the words 3) Retell the story If your child becomes frustrated with the book they are reading, encourage them to read the pictures instead. Have you ever spoken with a doctor, auto mechanic, or computer support person that has given you advice or directions in a language that was too difficult to understand? This is comparable to reading a book that is too difficult. For readers to have high success in reading, they must spend time reading material they can read with 99-100 percent accuracy. We encourage students to select books that are a good fit so that they are successful and enjoy reading. Working on the strategy of reading appropriate level texts that are a good fit will help your child read smoothly, engaging in texts they can read without difficulty.
How can you help your child with this strategy at home? 1. When your child goes to read a text, have him or her use the I-Pick method to explain why that specific text was chosen. Ask your child, “Is that a good-fit book for you? Show me how you know that.” The I-Pick method is described below: I- I pick a book P- Purpose (What is my purpose for choosing this book?) I- Interest (Am I interested in this book?) C- Comprehend (Do I Understand what I just read?) K- Know (Do I know most of the words?) 2. Model the I-Pick method for your child. Take a book you are reading and go through I-Pick to set an example for what it looks like and sounds like to review reading selection choices. 3. Help your child recognize when a text is too difficult. They are taught to ask: - Are there 5 or more words on a page that I don’t know? - Is this book hard to understand? - When I read it does it sound choppy and slow? Thank you for your continued support at home! Written by: Allison Behne www.thedailycafe.com Ideas and strategies are taken from: The CAFÉ Book written by Gail Boushey and Joan Moser In our classroom we use the Daily 5 model. Every day during Daily 5, students can choose Read to Self, Writing, Read with Someone, Listen to Reading or Word Work. During this time I will be working with students one on one or in small groups. So far we have been working on Read to Self. Students have been working on building their stamina to read quietly in one spot. So far we are up to 15 mintues. Our goal is to be able to read quietly for 20 minutes. Students love finding different quiet spots around the room to read from their book box.
Have you ever spoken with a doctor, auto mechanic, or computer support person that has given you advice or directions in a language that was too difficult to understand? This is comparable to reading a book that is too difficult. For readers to have high success in reading, they must spend time reading material they can read with 99-100 percent accuracy. We encourage students to select books that are a good fit so that they are successful and enjoy reading. Working on the strategy of reading appropriate level texts that are a good fit will help your child read smoothly, engaging in texts they can read without difficulty.
How can you help your child with this strategy at home? 1. When your child goes to read a text, have him or her use the I-Pick method to explain why that specific text was chosen. Ask your child, “Is that a good-fit book for you? Show me how you know that.” The I-Pick method is described below: I- I pick a book P- Purpose (What is my purpose for choosing this book?) I- Interest (Am I interested in this book?) C- Comprehend (Do I Understand what I just read?) K- Know (Do I know most of the words?) 2. Model the I-Pick method for your child. Take a book you are reading and go through I-Pick to set an example for what it looks like and sounds like to review reading selection choices. 3. Help your child recognize when a text is too difficult. They are taught to ask: - Are there 5 or more words on a page that I don’t know? - Is this book hard to understand? - When I read it does it sound choppy and slow? Thank you for your continued support at home! Written by: Allison Behne www.thedailycafe.com Ideas and strategies are taken from: The CAFÉ Book written by Gail Boushey and Joan Moser
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