Mrs. Cowan's and Mrs. Archer's
Parent Page
Characteristics of Leveled Texts
Center 1: Guided Reading
Guided Reading involves grouping students according to the current DRA reading level. The text used during guided reading is selected by the teacher because it emphasizes specific skills that the students need to work on. In guided reading, the students and the teacher explore the text together through discussion. The teacher selects the text, introduces it and guides the students as they talk, read, and think their way through the text.
The key objectives of a guided reading are:
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an appropriate text is selected by the teacher
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the purpose for reading is established and shared with the students
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the skill being taught is introduced as well through the reading or prior to the reading depending on the skill
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the reading is introduced to the students through guided discussion
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texts are read (either individually, group, chorally, and/or by teacher) and discussed by students
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students respond to texts
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specific skills are emphasized during the lesson
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individualized reading instruction
Steps in the Process of Guided Reading
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Teacher Preparation
A wide range of text forms are suitable for guided reading - stories, poems, articles, reports, recounts, descriptions, instructions, explanations, arguments, extracts from magazines or newspapers, picture books, cross curricula texts, extracts from novels to just name a few. The teacher spends a significant amount of time planning how to introduce the text to the students. I often have the students discuss what the think the story will be about, what genre it belongs to, etc. A teacher needs to read the selected book and come up with questions that will encourage higher order thinking in the students. The teacher also needs to develop a follow up activity to the text that will emphasize the desired skills. -
Introducing the Text
This will vary depending on the text selected. The discussion may be based on student's recent experiences, the author of the story, the title and /or illustrations of the book, opening sentence, possible genre, and/or current theme being studied within the classroom. The students should be encouraged to ask questions, make predictions, and discuss what they think the text will be like. -
Reading the text
Students may read the text individually, group, chorally, and/or by teacher. Depending on how the text is read, the teacher then questions the students about what has been read. Asking questions as the text is being read is an excellent way to monitor your student's reading. -
Questioning/Assessment
Depending on how the text was read, the teacher will often question students during the reading. These questions need to require higher order thinking and relate to the skill being taught. If the students read independently, this is the time the teacher observes the students as they read, noting problems or difficulties that need to be followed up later. -
Responding to and discussing the text
It is during this time that the teacher and students respond to the text. They may reflect on their predictions, clarify any misunderstandings, ask questions, examine the author's craft, validate responses by using the text as evidence, and -
Follow up
Follow up activities to extend students' understanding of the text may be valuable. However, the reading and the discussion may be enough in itself.
Guided Reading helps to develop in students:
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positive attitudes to reading
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desire to read
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appropriate strategies to gain meaning from texts
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the skills needed to think critically and outside the box
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the skills to decode and define unknown words
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the skills to access information and use it effectively
For additional in-depth hints on questions to ask during guided reading, please visit My Reading Strategies Page. You may also wish to visit Characteristics of Leveled Texts page for additional information on the various reading levels.
Center 2: Independent Reading
Independent reading involves the children reading self-selected texts on their own. These self-selected texts are selected from their appropriate DRA reading level. Upon completion of a book, the students are required to respond to the reading in their reading journal. Responses can be chosen from several prompts.
Possible Prompts:
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I like...
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I didn't like it when...
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My favorite part...
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This story makes me think of...
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This story reminds me of...
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I noticed that..
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I wondered..
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I predicted..
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I would recommend this story because...
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I like when the character...
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The main character reminds me of...
What the children enjoy most about this center is that they can use our big pillows and lay on the floor to read. They also like using bean bag chairs as well. The children are also able to use their whisper phones (2 pvc pipe elbows attached by a short piece of pvc so that it looks like a small phone) which allow them to read aloud but they are the only ones to hear themselves.
Center 3: Buddy Reading
This center involves the children reading a text with a buddy and then discussing the text. With older students, I have them complete a Buddy Reading form. With the younger students, I make observations as to how the read, their questioning skills, and so on. The students enjoy buddy reading because it allows them to set their own pace with reading a story and to read with a friend. They are also in control of the questions being asked.
Center 4: Word Play
This center involves the use of magnetic letters and a magnetic board. My students work in pairs and create words using the magnetic letters. Sometimes I will have the words on flashcards for them. Other times they are given free choice to create their own words. The students may also be asked to make their spelling words with the magnetic letters. Having the students create words from word families is also another way for them to use the magnetic letters. For your more advanced students, they can create sentences. The magnetic letters and boards can also be substituted with dry erase boards and markers. You can buy big dry erase boards cheap at Home Depot and then cut them up into small boards. It is a lot cheaper than buying the small dry erase boards individually.
Word Families
|
ack attack |
ad ad |
ail ail |
ain brain |
ake bake |
ale bale |
all ball |
am dam |
ame came |
an an |
ank bank |
ap cap |
ash ash |
at at |
|
ate ate |
aw claw |
ay away |
eat beat |
eel eel |
eep beep |
eet feet |
ell bell |
en Ben |
ent bent |
est best |
ice ice |
ick kick |
ide bride |
|
ife fife |
ight bright |
ile file |
ill bill |
in bin |
ine dine |
ing bring |
ink blink |
ip grip |
it bit |
oat boat |
ock block |
og bog |
|
oil boil |
oke awoke |
oo boo |
ood good |
oof goof |
ook book |
oom bloom |
ood brood |
ool cool |
oon goon |
oop droop |
oot (long oo) boot |
oot (short oo) foot |
op bop |
|
ore bore |
orn corn |
ot apricot |
ought ought |
ould could |
ouse douse |
out about |
ow (rhymes with cow) bow |
ow (rhymes with low) bow |
own brown |
uck buck |
ug bug |
ump bump |
unk bunk |
Center 5: Read the Room
This center involves the students reading various pocket charts around the room. The students like this center because they get to use the pointer and pretend to be the teacher. The pocket charts contain word family words, sight words, poetry, theme words, and much more. To make this center more interesting, you can have a wide range of pointers available for student use. You can even have the students wear special glasses (sunglasses, glasses frames without lenses, etc. ) as they walk around the room. You can also have the students walk around with a clipboard and have them write any interesting words they find.
Center 6: Listening Center
This center requires the students to listen to a story on tape or CD. They are then required to complete a reader's response to the story. Possible responses or prompts include:
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I like...
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I didn't like it when...
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My favorite part...
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This story makes me think of...
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This story reminds me of...
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I noticed that..
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I wondered..
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I predicted..
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The main character reminds me of...
Center 7: Writing Center
The writing center remains one of the most popular ones in my classroom for a variety of reasons. The children are free to express themselves and they have many materials available at their fingertips that are not easily accessible. Materials needed for this center can include the following:
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markers
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pencils
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paper
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ABC stamps
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rubber stamps
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stickers
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stencils
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colored pencils
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envelopes
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glitter pens
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scrapbook supplies (ie. ribbon, buttons, etc.)
Center 8: Word Families
This center is very similar to the Word Play center. However, in this center, the students are required to use magnetic letters on a dry erase board to create words within a specific word family. The word families that are often used relate to the spelling words of the week. Here is a list of word families:
Word Families
|
ack attack |
ad ad |
ail ail |
ain brain |
ake bake |
ale bale |
all ball |
am dam |
ame came |
an an |
ank bank |
ap cap |
ash ash |
at at |
|
ate ate |
aw claw |
ay away |
eat beat |
eel eel |
eep beep |
eet feet |
ell bell |
en Ben |
ent bent |
est best |
ice ice |
ick kick |
ide bride |
|
ife fife |
ight bright |
ile file |
ill bill |
in bin |
ine dine |
ing bring |
ink blink |
ip grip |
it bit |
oat boat |
ock block |
og bog |
|
oil boil |
oke awoke |
oo boo |
ood good |
oof goof |
ook book |
oom bloom |
ood brood |
ool cool |
oon goon |
oop droop |
oot (long oo) boot |
oot (short oo) foot |
op bop |
|
ore bore |
orn corn |
ot apricot |
ought ought |
ould could |
ouse douse |
out about |
ow (rhymes with cow) bow |
ow (rhymes with low) bow |
own brown |
uck buck |
ug bug |
ump bump |
unk bunk |
Center 9: Big Books
This center is pretty much self-explanatory. The children get to read from the many Big Books we have in the classroom.
Center 10: Independent Work
This center requires the students to complete independent seat work as it relates to the skills being taught during whole group reading instruction and guided reading groups.
Center 11: Reading Games
This center requires the students to play a reading game that emphasizes skills being taught during whole group reading instruction and guided reading groups. These games can be store bought or teacher created.
Center 12: Computers
Computers are also used as a center. There are many wonderful resources on the Internet that you can use that are inexpensive or even free. Most counties have also purchased access to various programs. For example, Duval County has purchased Destination Success for students to use.
Center 13: Karaoke
The Karaoke Center allows the children to read a story using a microphone. They enjoy reading aloud and hearing themselves on speaker. Sometimes I have the students record their reading on a cassette tape or even the computer. Their reading can even be saved on a computer for use in creating a pod cast or voicethread.
