Independent Reading/Work Time Reading Workshop Components Read Aloud Reading Mini lesson Independent Reading/Work Time Guided Reading Fundations

Read Aloud Teacher reads a book or a section of a book that relates to their current unit of study There is a clear teaching point that matches the current unit and CCS Teachers use this time to model good reading habits and promote student discussion

Reading Mini lesson 15-20 minute whole class lesson A particular strategy related to the current reading unit of study is taught to the whole class The teacher models the strategy The students have an opportunity to try out the strategy on the carpet (with the guidance of the teacher), so that the teacher can quickly assess their work The students are sent off to work independently to practice the skill

Independent Reading This is the portion of the reading block where the students are reading their independent leveled books from the classroom library The amount of time students work independently varies depending on the grade level (for example 10-15 minutes in K and 30 minutes in grade 3) During the independent time the students are expected to read quietly and practice the skill taught during the whole class mini lesson While students are working independently the teacher is working with a small guided group

Guided Reading Group Small group reading instruction During this time the teacher is working on the students individual goals The teacher is working using a text one level above the students independent reading level, guiding them throughout

Fundations Wilson Fundations makes learning to read fun while laying the groundwork for life-long literacy.  Students in grades K-2 receive a systematic program in critical foundational skills, emphasizing: Phonemic awareness Phonics/ word study High frequency word study Reading fluency Vocabulary Comprehension strategies  Handwriting Spelling

How are independent reading levels assessed? Students are formally assessed 3 times a year to determine their independent reading level (September, January, May) If teachers determine that a child needs to be tested at a time not in the testing window they will do so Fountas and Pinnell reading assessments are used to determine the students independent reading level It order to determine the students independent reading level, the students are assessed on the following: * reading fluency *ability to retell the important events in a story *both literal and inferential comprehension, based on a series of questions

How do I know what my child’s independent reading level is? You should be aware of your child’s independent reading level You should see leveled books come home EVERY night in a book baggie If you are unclear about your child’s current reading level, reach out to their ELA teacher for clarity The level should change throughout the year If your child is reassessed and their reading level does not improve, ask their teacher for specific strategies you can use with them at home

Reading At Home Reading should be done EVERY night at home Please log the reading, so that your child’s teacher has an accurate record If your child is in a primary grade, someone should be supporting their reading work at home Choose a quiet spot in the house so that reading time can be maximized

What specifically can I do to help my child with reading at home? If your child is working on their reading fluency: Have them practice reading out loud Let them listen to you read aloud Reinforce using the picture as a support to help determine the meaning of words Work on sounding out words Teach your child to pace their reading by pausing and stopping at punctuation

What specifically can I do to help my child with reading at home? After reading a book, or a section of a book, ask them to retell the important parts of the story As you are reading together ask your child questions about the book they are reading, for example: What is happening in this part of the story? What can you tell me about the characters feelings based on the illustration? How has the character changed? What is the problem in the story? Solution?

How do I know if my child is reading on grade level? Kindergarten November – AA and Above January- A and above March- C and above June- D and above

How do I know if my child is reading on grade level? Grade 1 November- Level F and above January- Level G and above March- Level G and above June- Level I and above

How do I know If my child is reading on grade level? Grade 2 November- Level-J and above January- Level K and above March- Level L and above June- Level M and above

How do I know if my child is reading on grade level? Grade 3 November- Level N and above January- Level O and above March- Level O and above June- Level P and above

How do I know if my child is reading on grade level? Grade 4 November- Level Q and above January- Level R and above March- Level R and above June- Level S and above

Writing Workshop Structure A whole class minilesson is taught The teacher models a particular strategy through the use of her own writing or using the writing of a mentor author The students have the opportunity to practice while on the carpet before going off to work independently The students work independently on their own writing

Writing Groups Writing groups are pulled during the independent portion of the writing period Teachers group the students based on their individual goals Teachers work with the students on their goal in small groups Scaffolds are put in place to support the students who are working independently

Thank You Parent Support at home is crucial and we hope this information will help you to help your child have a successful school year!