Students get tested three times a year to determine their independent and instructional reading level. On a daily basis, students should be reading AT their reading level or below their reading level. This will help them move more quickly in becoming a more fluent reader. Occasionally, students could challenge themselves in reading a book just beyond their independent level, but only occasionally.
To learn more about the Common Core Standards in English Language Arts which your child is responsible for attaining by the end of the school year just click on the following website: http://www.corestandards.org/ELA-Literacy
I teach using small-group instruction, with occasional whole-group lessons. Some of the centers they may be assigned to are: poetry, word study skills, reading with a partner, doing independent reading, or reader's theater (plays at their reading level). Each activity is taught for at least a week before the groups are expected to be able to do each activity by themselves. In this way it is possible me for give my undivided attention to each small group of students when I teach them the strategies and skills they will need to become good readers.
As a reading specialist, I do not want to see any child getting frustrated with reading. In an ideal world, reading would progress smoothly, starting with learning the sounds of letters and ending with a child that loves to read. Sometimes this does not happen smoothly, though, and I need you, as their parent to let me know if they are getting overly frustrated. I, of course, will have tested them so will already know the level that they should be reading at, and this is where I will begin my instruction.
As time permits, I will be suggesting books for students that are below grade level, at grade level, and above grade level. If you check your child's 1st grade report card, you will find where your child fits.
Our current reading program is called ReadyGen by Pearson Learning.
I teach using small-group instruction, with occasional whole-group lessons. Some of the centers they may be assigned to are: poetry, word study skills, reading with a partner, doing independent reading, or reader's theater (plays at their reading level). Each activity is taught for at least a week before the groups are expected to be able to do each activity by themselves. In this way it is possible me for give my undivided attention to each small group of students when I teach them the strategies and skills they will need to become good readers.
As a reading specialist, I do not want to see any child getting frustrated with reading. In an ideal world, reading would progress smoothly, starting with learning the sounds of letters and ending with a child that loves to read. Sometimes this does not happen smoothly, though, and I need you, as their parent to let me know if they are getting overly frustrated. I, of course, will have tested them so will already know the level that they should be reading at, and this is where I will begin my instruction.
As time permits, I will be suggesting books for students that are below grade level, at grade level, and above grade level. If you check your child's 1st grade report card, you will find where your child fits.
Our current reading program is called ReadyGen by Pearson Learning.