Curriculum
In New Mexico we use the McGraw-Hill Treasures Program for reading instruction. Fourth and Fifth grade teachers level the reading students, so each teacher has a different reading level. In order to not get too confusing with all the different class levels, I will discuss how I run my own reading class.
I am the teacher of the emergent students. Based on the DRA II scores, my reading class students range from level 8 to level 28. In order to meet the different needs of my students I teach 3 different reading "programs" throughout the day. The first program I teach is Treasures, the reading program that is 4th grade level. The second program I teach is Treasure chest, the McGraw-Hill program created for ESL (English as a Second Language students), since many of my students are English Language Learners. The third program I teach in Triumphs, the intervention program from Mc-Graw-Hill for struggling readers. I also incorporate the Daily 5 and CAFE program created by "The Two Sisters."
I am the teacher of the emergent students. Based on the DRA II scores, my reading class students range from level 8 to level 28. In order to meet the different needs of my students I teach 3 different reading "programs" throughout the day. The first program I teach is Treasures, the reading program that is 4th grade level. The second program I teach is Treasure chest, the McGraw-Hill program created for ESL (English as a Second Language students), since many of my students are English Language Learners. The third program I teach in Triumphs, the intervention program from Mc-Graw-Hill for struggling readers. I also incorporate the Daily 5 and CAFE program created by "The Two Sisters."
Literacy Focus
To help alleviate some confusion switching between all the different reading programs, I had to figure out the common component of all three. This common element was the Reading Skill. Instead of focusing on specific stories I started to focus on the skills of each story. I teach the stories by skill now, instead of by unit. Since I have extra programs to teach it took me a lot longer to get through a unit than my colleagues, so we decided to map out the Treasures program by skill instead of by unit. The proficient class is able to complete every story with that skill going across the chart, while my emergent students were focusing on only one story with the same skill. Here is a chart to visualize our plan:
Whole-Group Instruction/Treasures
Once I determined the pacing plan for reading I was able to further map out my instruction. Everyday I start instruction with whole group, focusing on the grade level curriculum of Treasures. The students are sitting in cooperative learning groups, and I allow them to discuss any questions I ask them before I pull a random stick for an answer. The content of the lesson is for the whole group though.
I focus on the story skill, building background and vocabulary for each story. Throughout reading the story students fill out a graphic organizer for the stories that match the skill. All these components are important for the students who are ELL learners, who are still building language Proficiency. As a whole group I also teach the phonics for that lesson (proficient or advanced classes focus on grammar). During whole group instruction I also model how to take the information from the graphic organizer and create a written response from it. At the beginning of the year all written response answers are modeled by me or done as an entire class. Throughout the year students become more independent. I have a promethean board, which has flipcharts for the lesson.
I focus on the story skill, building background and vocabulary for each story. Throughout reading the story students fill out a graphic organizer for the stories that match the skill. All these components are important for the students who are ELL learners, who are still building language Proficiency. As a whole group I also teach the phonics for that lesson (proficient or advanced classes focus on grammar). During whole group instruction I also model how to take the information from the graphic organizer and create a written response from it. At the beginning of the year all written response answers are modeled by me or done as an entire class. Throughout the year students become more independent. I have a promethean board, which has flipcharts for the lesson.
Small Group Instruction/Treasure Chest
After introducing the skills and strategies from the Treasures program, I switch the focus to cooperative learning groups with the Treasure Chest curriculum. The McGraw-Hill Treasure Chest books are leveled. I choose the lowest level which is usually a 24 or 28. I heterogeneously group students so a "higher level" reader is always in the same team as a "lower level" reader. The students are also grouped by Language acquisition level- (a Fluent English Proficient student with a Limited English Proficient Student.)
During this time, students silently read the leveled text once, and then take turns buddy reading the text together. Students reread the same sections to build comprehension and fluency. Students then return to the cooperative learning groups where the teams work on discussion questions. Students can discuss the answers in their native language, which is usually Spanish, but every student practices as a team to form an answer in English. I pull random sticks to call on students. Students also work in teams to write a written response to a comprehension question. The format is like the whole group written response. In teams student also apply the skill for the unit and find any vocabulary (which is the same in both stories) as they read.
During this time, students silently read the leveled text once, and then take turns buddy reading the text together. Students reread the same sections to build comprehension and fluency. Students then return to the cooperative learning groups where the teams work on discussion questions. Students can discuss the answers in their native language, which is usually Spanish, but every student practices as a team to form an answer in English. I pull random sticks to call on students. Students also work in teams to write a written response to a comprehension question. The format is like the whole group written response. In teams student also apply the skill for the unit and find any vocabulary (which is the same in both stories) as they read.
Guided Small Group Instruction or Personal Student Conferences
During this time students are working on Literacy Centers while I sit in the back of the room at my horseshoe table (every teach should have one, I swear it's the absolute best! They are very difficult to get though; they are almost like the mythical creature of the teaching world here in NM). At this time I teach either guided small groups or personal student conferences.
Guided Reading Groups- For this component of instruction I focus on the CAFE literacy program, as well as the small group McGraw Hill intervention program called Triumphs. When I create guided reading groups I don't use reading levels, I use skill acquisition. Students need help in either comprehension, accuracy, fluency or vocabulary. I also make ELD (English Language Development) teams for students to focus on Spanish/English cognates and phonics comparisons.
Students bring back the same leveled reader and we focus on skills and strategies to help them in areas of weakness. I also matched all the Treasures Skills with the skills on the CAFE literacy menu created by "the two sisters." The CAFE menu has a list of areas to focus on. If I am not teaching CAFE I am using the student readers that are part of the Triumphs curriculum. Annecdotal records are kept on each team. I have students learn about text features and text structure as well. I use my window as a dry erase board, and students use individual white boards.
Guided Reading Groups- For this component of instruction I focus on the CAFE literacy program, as well as the small group McGraw Hill intervention program called Triumphs. When I create guided reading groups I don't use reading levels, I use skill acquisition. Students need help in either comprehension, accuracy, fluency or vocabulary. I also make ELD (English Language Development) teams for students to focus on Spanish/English cognates and phonics comparisons.
Students bring back the same leveled reader and we focus on skills and strategies to help them in areas of weakness. I also matched all the Treasures Skills with the skills on the CAFE literacy menu created by "the two sisters." The CAFE menu has a list of areas to focus on. If I am not teaching CAFE I am using the student readers that are part of the Triumphs curriculum. Annecdotal records are kept on each team. I have students learn about text features and text structure as well. I use my window as a dry erase board, and students use individual white boards.
Personal Student Conferences- I try to meet with student teams 2-3 times per week. The other 2-3 times per week I work with students in personal student conferences. Student find a "good fit book" they like to read. Students come to me and read a passage of the story aloud. I record the number of words read at instructional level, and I also administer a fluency test that is at grade-level. We discuss any of the CAFE literacy menu strategies that might help the student based on the read aloud. The student practices implementing these strategies, as well as the entire group strategies when he or she reads to self, or reads to someone during literacy centers. For example one student was having trouble reading the conjugated verbs correctly. When the student "Read to Self" she needed to write down the verbs that had been conjugated on a page to practice those words more. I keep individual notes on the student using the Student Reference Form from the CAFE menu book written by the two sisters.
Student Literacy Centers.
While I am providing Guided Reading Instruction or Meeting with Individual Students, the rest of my classroom is working on Literacy Centers. I based the framework of my Literacy Centers on the Daily 5, which are 5 different centers students work on (read to self, read to someone, listening to reading, work on writing, and word work). I have adapted the different centers into six of my own, as well as two "extra work activities."
Read to Self and Read to Someone
Students are taught how to pick a "good fit book" at the beginning of the year that is at their reading level. The book can be about the student's interest, so I organize my classroom library (see below) by different categories. Students can also pick 1 other book that is above their reading level. The students keep the books in a fabric book bag. Each team has a different pattern, so if students forget to return the book bags to the team bins, I know who they belong to. Everyone in the classroom "Reads to Self" for 10-15 minutes each day. I have teams take turns using the reading area or everyone is too crowded. Different teams "read to someone" on different days and they take turns reading the Treasure Chest story books, which are leveled.
Students are taught how to pick a "good fit book" at the beginning of the year that is at their reading level. The book can be about the student's interest, so I organize my classroom library (see below) by different categories. Students can also pick 1 other book that is above their reading level. The students keep the books in a fabric book bag. Each team has a different pattern, so if students forget to return the book bags to the team bins, I know who they belong to. Everyone in the classroom "Reads to Self" for 10-15 minutes each day. I have teams take turns using the reading area or everyone is too crowded. Different teams "read to someone" on different days and they take turns reading the Treasure Chest story books, which are leveled.
Vocabulary
Vocabulary acquisition is very important, especially for my English Language Learners. Students focus on the same vocabulary words for all the different reading programs. Students work on vocabulary in whole group, in teams and also during literacy centers. All the materials for centers are kept in folders in a pocket chart. The vocabulary folder contains worksheets from the Treasures curriculum, as well as lined paper for the student Vocabulary spiral. The Vocabulary spiral is created using two separate pieces of lined notebook paper folded in half and divided into 4 sections. On the front students draw a picture and write the vocabulary word. On the inside students write the definition of the word and a sentence. Students cut each section to create a flap and then glue the entire page into their spiral notebooks. The result is an on-going student dictionary of words. In addition to the Treasures Vocabulary word, I also have the students include an academic vocabulary word, such as problem/solution.
Vocabulary acquisition is very important, especially for my English Language Learners. Students focus on the same vocabulary words for all the different reading programs. Students work on vocabulary in whole group, in teams and also during literacy centers. All the materials for centers are kept in folders in a pocket chart. The vocabulary folder contains worksheets from the Treasures curriculum, as well as lined paper for the student Vocabulary spiral. The Vocabulary spiral is created using two separate pieces of lined notebook paper folded in half and divided into 4 sections. On the front students draw a picture and write the vocabulary word. On the inside students write the definition of the word and a sentence. Students cut each section to create a flap and then glue the entire page into their spiral notebooks. The result is an on-going student dictionary of words. In addition to the Treasures Vocabulary word, I also have the students include an academic vocabulary word, such as problem/solution.
Word Work & RACED
Word work is a Daily 5 literacy center. For my class word work consists of the Treasures Spelling and Phonics worksheets. Students also need to complete a RACED answer (students need to Restate and Answer, Cite and Expand with Details) to a written response question. There are two RACED stories the student needs to read- one is at reading level and the other is at grade-level. Students need to answer written response questions on the short stories.
Word work is a Daily 5 literacy center. For my class word work consists of the Treasures Spelling and Phonics worksheets. Students also need to complete a RACED answer (students need to Restate and Answer, Cite and Expand with Details) to a written response question. There are two RACED stories the student needs to read- one is at reading level and the other is at grade-level. Students need to answer written response questions on the short stories.
Read and Respond
I use the "big book of reading response" activities for grades 2-3, since most of my readers are at this reading level. Students use the good fit books they have been "reading to self." Students need to apply the skill we are learning in Treasures to the book and respond to it in some way. For example the Treasures skill for this week is Cause & Effect, so students need to figure out the Cause and Effect in their good fit book. Students then create a reading response project for Cause & Effect, using details from their book. I always create teacher models of the Read and Responses, using one of the books from the classroom library. I do this so students have a model to reference as well as a high quality project they are striving to match or do better. The following skills are used: character/setting/plot, main idea/details, author's purpose, sequencing, problem/solution, cause/effect, compare/contrast, inferences, fact/opinion and drawing conclusions.
I use the "big book of reading response" activities for grades 2-3, since most of my readers are at this reading level. Students use the good fit books they have been "reading to self." Students need to apply the skill we are learning in Treasures to the book and respond to it in some way. For example the Treasures skill for this week is Cause & Effect, so students need to figure out the Cause and Effect in their good fit book. Students then create a reading response project for Cause & Effect, using details from their book. I always create teacher models of the Read and Responses, using one of the books from the classroom library. I do this so students have a model to reference as well as a high quality project they are striving to match or do better. The following skills are used: character/setting/plot, main idea/details, author's purpose, sequencing, problem/solution, cause/effect, compare/contrast, inferences, fact/opinion and drawing conclusions.
EXTRA WORK- File Folder Reports
Some students in my classroom take a long time to complete literacy centers, but some complete them very quickly. Previously I was creating a ton of different coloring activities, but they were not meaningful to the students. Next I created a whole bunch of worksheets the students had to complete, but it the students were getting bored with them, and I was getting bored trying to find them. What I did find was a book called Easy File Folder Reports, a book that has everything you need to create themed reports that are in a file folder. I can't afford that many file folders so I use folded construction paper instead. What I like about these reports is the use of literacy (nonfiction books) and art to create easy research projects. Students learn how to find information in books and summarize it for the reports. They are so fun and creative the students don't know they are doing research. I have the students work on the same file folder report for 1 month. They can work on them when they complete all the other literacy activities. The file folder reports we did this year were on The United States, All About Me, Save the Earth, International Day, Chinese New Year, National Parks, Thanksgiving Day, Ocean Animals and December Celebrations.
Some students in my classroom take a long time to complete literacy centers, but some complete them very quickly. Previously I was creating a ton of different coloring activities, but they were not meaningful to the students. Next I created a whole bunch of worksheets the students had to complete, but it the students were getting bored with them, and I was getting bored trying to find them. What I did find was a book called Easy File Folder Reports, a book that has everything you need to create themed reports that are in a file folder. I can't afford that many file folders so I use folded construction paper instead. What I like about these reports is the use of literacy (nonfiction books) and art to create easy research projects. Students learn how to find information in books and summarize it for the reports. They are so fun and creative the students don't know they are doing research. I have the students work on the same file folder report for 1 month. They can work on them when they complete all the other literacy activities. The file folder reports we did this year were on The United States, All About Me, Save the Earth, International Day, Chinese New Year, National Parks, Thanksgiving Day, Ocean Animals and December Celebrations.
Classroom Library
Beth Newingham and Angela Bunyi of scholastic have inspired my classroom library. I have 1,650 books currently in my classroom library. I used to have all my books on shelves, but it was very difficult for students to find them. Students always asked me if I had books on "snakes" or books on "planes" etc. I bought a whole bunch of baskets from Really Good Stuff in different colors. The red baskets are for chapter books, yellow baskets are picture books, green baskets are science books and blue baskets are social studies/nonfiction books. The baskets are then labeled further into different categories. To figure out my book categories I put all my books into piles that were similar. Then I looked at each pile of books and named them. Phillip Martin has a collection of free clipart that I used to create basket labels. I printed them on cardstock, had them laminated and attached them with book rings. I then printed address labels with the same picture as the basket labels, and printed them in the same ink color as the basket. I put the label on the back of the book, so students know where to return it when they are done reading it. I also put a circle on the back of the book that has the book's reading level on it. Red dots are preK, Orange are 1st, Yellow 2nd, Green 3rd, Blue 4th, Purple 5th and Black are any 6th +. I catalog all my books using an intelliscanner device. I also check out and check in the books every other week with the intelliscanner so I keep track of them. I had a stamp created with my name for every book when I buy it, and I also write a number in each book