Stamina means that we focus on reading without becoming distracted and without distracting others. Being able to focus, stick with and read for long periods of time takes practice. As students begin reading chapter books, they need stamina to read longer text, maneuver through text and engage in material.
How do we build Reading stamina at Roberts?
During Reading and Language Arts blocks of instruction, teachers build in time for reading to self, reading to someone and listening to reading. During reading to self time, the younger students learn to read a book different ways. They can read the words, read the pictures and retell. Kindergarten and 1st Grade classrooms start with small blocks of time and track how long the class can stay engaged in reading to self. By May, most Kindergarten and 1st grade students are engaged in reading to themselves for close to 20 minute time periods without distractions. About the same amount of time is spent reading to someone and in listening to reading. The students enjoy the challenge of tracking how long they can stay focused on their reading.
Students usually become ready to read chapter books in 2nd or 3rd Grade. Reading to self and reading the words for longer periods of time become critical in building reading skills. It is important for students to pick one book and stick with it the whole time. We work with students on picking books that are just right for them before they begin reading. Sticking with a novel/chapter book until it is completed becomes increasingly important. When students continually switch chapter books, they never truly engage in the book. If a student is choosing books that are too long for them, we encourage starting with short chapter books and build from there.
4th and 5th Grade students build stamina by reading novels at their reading level. Our leveled library is a teacher resource that has a well stocked supply of novels that range in levels and genres. We continue to increase our selection and we are always on the look out for higher level books (X,Y, and Z) that are also age appropriate. It continues to be important for students to read a novel at least 30 minutes a night. Why not a magazine or non-fiction book? This is okay occasionally, but students become more deeply engaged in novels. Novels provide more opportunities to stay focused for long periods of time and therefore build stamina. You may want to find a genre, series or author that your student can connect with and build from there. Finding a place in the house where there are no distractions and having children read at a time of day when they will not fall asleep reading can be a difficult task. I have often found a nice quiet place in the house, established a quiet zone and read alongside my children. It ends up being a time when they ask what I am reading and they tell me about what they are reading which is a relaxed and built in comprehension check in. Every household and family finds a different way that works for them.
Monday, September 15, 2014
Friday, September 12, 2014
2nd Grade Parents
Thursday, September 11, 2014
apps for Early Readers and Spellers (Kindergarten through 2nd Grade)
I have some free and fantastic suggestions!
There are a series of apps called Spelling Magic.
Level 1 has students build cvc (consonant vowel consonant) words with short vowel sounds. Level 2 works on consonant blends. Level 3 focuses on multisyllabic words that contain short vowel sounds and Level 4 focuses on the silent e as an introduction to long vowel sounds.
Phonemic awareness is important in the development of early reading skills and strong Phonemic Awareness has been linked to future reading success.Phonemic awareness includes the ability to listen to sounds in a word and blend them to determine the word. Segmenting is the ability to determine each individual sound in a word. If your student struggle with phonemic awareness, the apps Reading Magic 1 and Reading Magic 2 give students experience with these isolated skills.
We will be adding the apps to student ipads here at Roberts. While apps do not take the place of good instruction, it does give students opportunities to practice and improve their skills in a fun and easy way.
Friday, September 5, 2014
A Closer Look at Level 10
A Look at Levels 9-10
A DRA Level 10 is considered a middle of 1st Grade Reading Level. Many of our Robert's Kindergarten students read at level 10 and a majority of our 1st Graders are at least a level 10 by the end of December.
As your student reads levels 9 and 10, you will notice that picture support decreases and that the text becomes more complex. Students use the words more than the pictures when reading at levels 9 and 10. Students will develop flexiblity with long and short vowel sounds, decode 2 and 3 syllable words and begin to read with expression and intonation, paying attention to punctuation.
When will my child be ready to move to levels 11 and 12?
We look students to consistently exhibit some of the following behaviors. Each is followed by some things you can say to help your child with these skills if they are struggling when practicing reading at home:
-Notice punctuation and use it for phrasing
If you notice your child not using punctuation you can say, "Did that sound right?", or, "Read that again and pause at the period".
You can also model correct phrasing for students and have them practice.
-Search for visual cues to read new words
If your child gets stuck on a word, you can ask if they see any parts that they know. If your child misreads the word, you can say, "It could be _____, but look at _____ (the beginning, the end, a part etc).
-Use syntax to predict
Usually students self correct with syntax errors, but if not, here are some prompts you can use:
"You said ___________. Does that make sense?"
"Can you think of a better way to say ______________________(repeat student words)?"
"Would _________ fit there?"
-Move quickly through text
If your child sounds "choppy" or reads text word by word, have your child reread the sentence/section again and then have them "Read it faster".
-Self correct by using multiple sources (picture clues, syntax, word parts, prior knowledge etc.)
"Does that look right? soud right? make sense?" or "There is a tricky part. Can you find it?"
You can also check with your child's teacher to see what other prompts she uses that may be helpful at home.
Sometimes teachers will try students at a higher level to see how the student performs and determine readiness to move up. We are flexible and careful not to celebrate moving up a level because we want students to be okay with changing back down if they are not quite ready or if they come back from a break needing to relearn/solidify skills.
A DRA Level 10 is considered a middle of 1st Grade Reading Level. Many of our Robert's Kindergarten students read at level 10 and a majority of our 1st Graders are at least a level 10 by the end of December.
As your student reads levels 9 and 10, you will notice that picture support decreases and that the text becomes more complex. Students use the words more than the pictures when reading at levels 9 and 10. Students will develop flexiblity with long and short vowel sounds, decode 2 and 3 syllable words and begin to read with expression and intonation, paying attention to punctuation.
When will my child be ready to move to levels 11 and 12?
We look students to consistently exhibit some of the following behaviors. Each is followed by some things you can say to help your child with these skills if they are struggling when practicing reading at home:
-Notice punctuation and use it for phrasing
If you notice your child not using punctuation you can say, "Did that sound right?", or, "Read that again and pause at the period".
You can also model correct phrasing for students and have them practice.
-Search for visual cues to read new words
If your child gets stuck on a word, you can ask if they see any parts that they know. If your child misreads the word, you can say, "It could be _____, but look at _____ (the beginning, the end, a part etc).
-Use syntax to predict
Usually students self correct with syntax errors, but if not, here are some prompts you can use:
"You said ___________. Does that make sense?"
"Can you think of a better way to say ______________________(repeat student words)?"
"Would _________ fit there?"
-Move quickly through text
If your child sounds "choppy" or reads text word by word, have your child reread the sentence/section again and then have them "Read it faster".
-Self correct by using multiple sources (picture clues, syntax, word parts, prior knowledge etc.)
"Does that look right? soud right? make sense?" or "There is a tricky part. Can you find it?"
You can also check with your child's teacher to see what other prompts she uses that may be helpful at home.
Sometimes teachers will try students at a higher level to see how the student performs and determine readiness to move up. We are flexible and careful not to celebrate moving up a level because we want students to be okay with changing back down if they are not quite ready or if they come back from a break needing to relearn/solidify skills.
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