Reading
South Redford School District has adopted the Open Court Reading Program.
As a kindergarten teacher at Vandenberg, I work to provide my students with a range of experiences and instruction to promote strong reading and writing skills. I engage students in a well-balanced literacy program that consists of the following elements:
Read Alouds-The teacher reads aloud to the whole class, engaging them with the text and the experiences the text brings. The teacher helps the children experience text they cannot read. This also allows the teacher to use the text for specific purposes and instruction. This method engages children with text and gives them a purpose for reading. It allows children to read for enjoyment and develop a sense of story. It is also an opportunity for the teacher to model good reading strategies.
Shared Reading-In shared reading the children participate in reading together with the teacher. This method explicitly demonstrates early strategies such as word-by-word matching. This involves children in an enjoyable way and gives them a purpose for reading. Children learn about print and become familiar with the feeling of reading. This is usually achieved through the use of Big Books, poems and songs, as well as repetitive text.
Guided Reading-Guided reading leads to independent reading. The teacher works with a small group of children with similar reading abilities and similar reading processes. The teacher introduces the text and makes teaching points during and after the reading. The teacher provides opportunities to read many different types of text and offers problem solving solutions while reading for meaning. She/he models reading strategies to teach the students to make predictions, to monitor their own reading and to self-correct mistakes.
Workshop-Workshop gives students an early experience of managing their own learning process. Students work individually, with partners, in small groups or with the teacher to provide extra learning and practice time.
Special Skill Instruction-Throughout the curriculum and the above activities, the teacher weaves in lessons on the use of letters, letter formation, letter sounds, words and word families.
Independent Reading-The student picks a book of choice and explores the text on his/her own. This provides an opportunity for the student to apply reading strategies independently and challenges the reader to solve words while reading text well within their control. This method also promotes fluency and builds confidence in their reading skills.
Always remember to READ, READ, READ AND READ SOME MORE!
Check out these lists to find a book at your child's reading level. Many of these books can be found at the library.
Book_Lists A nicely organized site with books listed by reading recovery levels.
BSD:Leveled_Book_Database Find a book's Guided Reading or Reading Recovery level.
LeveledBooks.com Books leveled by Reading Recovery Levels
List_of_Books_By_Grade_&_Reading_Recovery_Level
Writing
Modeled Writing-This strategy shows the students how adult writers write by setting purposes, defining the audience, planning, organizing information, attempt spelling, revising and proof reading.
Shared Writing- In this shared writing, the teacher and student work together to compose messages and stories. The teacher is the scribe, at times sharing the pen with the students. This is an opportunity for the teacher to introduce the student to different forms of writing, teach planning and ordering strategies, show children how to revise and proof read and take a piece through to publication.
Guided Writing-In this activity, the students engage in writing a variety of texts while the teacher guides them through a series of mini-lessons (drawing is a form of writing). The teacher and student edit the work together. This type of writing provides opportunities for writers to develop voice and style of writing. It also provides an opportunity for writers to write for a variety of purposes in a creative and enjoyable manner.
Independent Writing (Journals)-Journal writing is an opportunity for students to write about what is happening in their daily lives and to write about topics being studied in class. Students are encouraged to use drawing and phonetic spelling.
Listening and Speaking-In these activities the student will learn the skills of speaking to an audience. They practice using appropriate language, voice and volume. They sequence and interpret information, learn to formulate and ask questions and learn to become polite, respectful and active listeners.
Handwriting-This year an emphasis will be placed on recognition and correct formation of upper and lower case letters.
All of the above activities are taught within the context of our Kindergarten curriculum. Our literacy program is integrated into math, science, reading, art, drama, social studies and a variety of activities on a daily basis.
Shared Writing- In this shared writing, the teacher and student work together to compose messages and stories. The teacher is the scribe, at times sharing the pen with the students. This is an opportunity for the teacher to introduce the student to different forms of writing, teach planning and ordering strategies, show children how to revise and proof read and take a piece through to publication.
Guided Writing-In this activity, the students engage in writing a variety of texts while the teacher guides them through a series of mini-lessons (drawing is a form of writing). The teacher and student edit the work together. This type of writing provides opportunities for writers to develop voice and style of writing. It also provides an opportunity for writers to write for a variety of purposes in a creative and enjoyable manner.
Independent Writing (Journals)-Journal writing is an opportunity for students to write about what is happening in their daily lives and to write about topics being studied in class. Students are encouraged to use drawing and phonetic spelling.
Listening and Speaking-In these activities the student will learn the skills of speaking to an audience. They practice using appropriate language, voice and volume. They sequence and interpret information, learn to formulate and ask questions and learn to become polite, respectful and active listeners.
Handwriting-This year an emphasis will be placed on recognition and correct formation of upper and lower case letters.
All of the above activities are taught within the context of our Kindergarten curriculum. Our literacy program is integrated into math, science, reading, art, drama, social studies and a variety of activities on a daily basis.
Math
Our classroom will use a curriculum called Math in Focus: The Singapore Approach. The curriculum meets national recommendations for improving mathematics education in our schools.
We will create a mathematics classroom where students work together on meaningful and challenging tasks and discuss their ideas with their peers, teacher and family. Children learn best with concrete materials. This is a hands-on program. They can manipulate objects, correct their mistakes, and create their own mathematical situations. Collecting and recording data, and problem solving are an integral part of the curriculum.
We will create a mathematics classroom where students work together on meaningful and challenging tasks and discuss their ideas with their peers, teacher and family. Children learn best with concrete materials. This is a hands-on program. They can manipulate objects, correct their mistakes, and create their own mathematical situations. Collecting and recording data, and problem solving are an integral part of the curriculum.
Social Studies and Science
Social Studies and Science will be explored through literature, center activities and large group activities.