Hello everyone and happy New Year!
I hope all you had a great Christmas. We spent the holidays in Cincinnati
with our family, and as usual we had a blast. This past week I have been working
on my Pinterest boards, cooking some nice meals, and just savoring every minute
with my sweet boys.
week after next. As soon as I set foot in my classroom I need to get everything
set to test my firsties reading and writing development, in what is known as the
“middle of the year” benchmark or MOY.
strategies are.
“pick-and-choose” about what truly matters in terms of our literacy
instruction. It is almost like separating your laundry. Like separating your
whites from your darks.
not just busy work.
writing strategies that we teach our students.
transform our classrooms into true learning communities for both, students and
teachers.
say: THAT is the teacher I want to be. THAT is the teacher that I want for both
of my boys.
we know about the reading and writing connection?
Student’s written responses to what they have read provide
evidence of their thinking. When we examine writing in response to reading, we
can make hypotheses about how well readers have understood a text. Written
responses should be coconstructed through the use of interactive and shared
writing before students are expected to produce them independently as
assignments.
comes to teaching the standards, and guiding our students towards the mastery of
written comprehension skills. I blogged about the gradual release HERE.
do we know about raising rigor?
to every time (and I mean it, every time) is “The Common Core Lesson Book K-5” by Gretchen Owocki. I like
it s much. Not only this resource, explains the standards to the point, but it
also shows you the characteristics of effective classrooms in this era of higher
standards:
instruction are present.
(and your students’ time) wisely.
across the curriculum.
about the reading – writing connection in the era of higher
standards?
think that because I write these blog posts and because I create materials for
my TPT store, I would have it all figured out.
day, but it is also the most rewarding. I have learned that written
comprehension goes beyond the essential set of reading and writing behaviors.
For our students to be truly proficient in written comprehension (per state
expectations), they must be reading grade level text (or above) but most of all,
they should have a full understanding of the complexity of each standard.
level {click HERE to see the F&P text gradient}, you should be
addressing the standards for that particular grade level. Or how many times we
have students who can read the yellow pages but who cannot get passed the
written component. Then again, it is all about the standards.
level,
inappropriate for a 7 year old.
high, is VERY hard. In this regard, I feel that PD in learning about the
similarities and differences in the progression of the standards, grade by
grade, should be a must.
grade by grade in relation to writing about reading.
written comprehension units based on my observations above. The first product in
this series, addresses written comprehension for standard RL.1.1. “Ask and answer
questions about key details in a text.”
I can statements and essential questions. When your students are able to
relate to a lesson or a goal, they are displaying ownership of their own
learning.
address this standard. Click HERE to download!!
Eighteen passages that are not leveled for any particular reading level or
specific grade. As a matter of fact, leveled text is only done by trained
professionals and approved by publishing companies. I am a teacher just like
you! On the other hand, I wanted to focus on the written response/comprehension
strategies and the scaffold our students need to be successful in this area.
Each passage with one star has been scaffolded for those students who need more
support. Each passage with two stars has not been scaffolded at all and will
present a bigger challenge for your students.
The graphic organizers provided are to be used with the passages, they are a
tool to add a reading/writing strategy that supports the full understanding of
this standard. They, however, can also be used with any other text/leveled books
that you own. At your discretion, these pages may be used at any point in the
gradual release of responsibility model.
These mini-posters are the ideal resource for students with processing
difficulties, English Language Learners, or students with poor linguistic
experiences. You may use these mini-posters during whole group lessons, guided
reading, strategy groups, or for your students to use independently during
literacy stations.
You can get it from my TPT store.
written comprehension of your students? Leave a comment and you might get this
whole unit for free!
the size of Texas and I have to put all the Christmas stuff away!
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