Sunday, November 10, 2013

Winners and Guided Reading Part 3: The Emergent Reader

First, I want to announce the winners from my Blogiversary Giveaway!  Congrats ladies and a HUGE thanks to those that helped me with all the wonderful prizes. I just noticed I am only 12 followers away from 500 followers!  All I can say is WOW!

I also want to talk about what I do with Emergent Readers.  Those are kids who know at least 40 letters (upper & lowercase added together) plus at least 5 sounds.  I just tested my students on Friday and every single student is now an Emergent Reader.  I am so proud of them!

Step One:

I quickly give them 3 previously learned sight words.  If there is a word we will encounter in the book we are about to read, I make sure that is one of the words.  Otherwise, I just pick words the group is having trouble with.  I give them clues if they struggle (ex. "It has 4 letters.") so they don't make a mistake.

Step Two:  Book Introduction.
 I give the gist of the story, go on a story walk and talk about cross-checking.  Cross checking is the number one skill this group of kids needs to learn.  That is where they check the first letter of the unknown word with the picture.  For example, is the word going to be pony or horse?  They'll have to get really good at checking the first letter of the word.  

Step Three:  Read the Story
I ask the kids to whisper read the book to themselves.  I lean in and listen to them one at a time.  I like to give them different pointers each time they read.  

 I take a minute or two to talk about something that good readers do. 
One-to-one matching
Use picture clues
Get your mouth reader

Jan Richardson suggests covering the picture with a piece of paper and having the group try and read the words without visual cues.  This makes sure they attend to the words and not just guess.

Step Four:  Teach a new sight word.

I take time to introduce a word that was in the book that I haven't formally introduced in class yet.  These are the four steps I follow each day:
I have them close their eyes while I take a letter out.  They open their eyes and try to figure out what is missing.

Then they make the word on their tray.  Then they mix up the letters and remake the word.

The students will "write" the word on the table with their finger.

Lastly, they write the word with a dry erase marker.

Step Five:  Sound Sorts, Making Words or Sound Boxes (pick one)

I love how easy Jan makes sound sorts.
Level A:  Initial consonants
Level B:  Initial consonants and/or vowels a & o
Level C:  All short vowels
Level D:  Digraphs (initial and final)
Level E:  Initial blends

I talked about the procedure for sound sorts in my last post on guided reading so I won't go through it again.  If you need some sound sorting cards, you can check mine out here.

Jan also makes Making Words and Sound Spelling a snap to figure out with her guidelines.  I honestly haven't done a lot of these because my kids needed some more work with sound sorts. 

On the second day of guided reading, you use the same book and the same procedure but the focus is on writing.  I dictate a simple sentence usually using the same pattern as the sentences in the book.

Level A kids should get a 3-5 word sentences.  Level B kids get 5-7 words in their sentence and Level C, 7-10.  I have the kids repeat the sentence a few times while counting the number of words on their fingers.  I then draw a line for each word in the sentence on their paper before giving it to them.  I allow invented spelling but sight words MUST be spelled correctly.

That's it!

I start testing for 1st trimester report cards tomorrow so we will take a break from guided reading.  I'm excited to see where my kids are at but I'm really going to miss hearing them read.  It makes my heart sing to hear a kinder read for the first time!

1 comment:

  1. Such great ideas for guided reading. I love how organized and thoughtful your process is. Thanks for sharing!

    Carolina Teacher