Thematic Unit

View my thematic unit here:
https://docs.google.com/document/d/1c1r6F5Ykc2aYJtdofsG496TP5LKHaCnmNlZKwivxJ3w/edit?usp=sharing

View my rubric here:
https://docs.google.com/document/d/15X3OSykyfG8-e2kvdcs2k2b2UOnLGEeLStev1r6xko0/edit?usp=sharing

Running record assignment

Reflection of running record:
https://docs.google.com/document/d/1I9a21yszYAcwqL5JhkXC3IeZe5btq2WMsJNHj0d4h2w/edit?usp=sharing


Mini lesson:
https://docs.google.com/a/nyit.edu/document/d/1p7gdN94nuz6-Bg-g0AjVQ3a6ak-mb0yqX7UCOqWq91Q/edit?usp=sharing


Miscue analysis form:
https://drive.google.com/file/d/0BzeYa7cfgEVNbGQ3NXlhbVl1M1E/view?usp=sharing
https://drive.google.com/file/d/0BzeYa7cfgEVNMl9HY3dURXZHZ0E/view?usp=sharing


Story retelling form:
https://drive.google.com/file/d/0BzeYa7cfgEVNMS1uSHl2Nms5YXM/view?usp=sharing

Fluency and word study chart

Here is the link of my fluency and word study chart:
Fluency and word study chart

Fluency and word study- part 2

1.                 There are three level of words. The first level of words are words that are commonly used and don’t need to be taught. Since students have already mastered in these words. The second level of words are words that appear quite often in students’ lives, and read them pretty often, these words need to be taught. The last level of words are the more technical words and relate to a specific topic. These words do not need to be taught to children since it will be taught by the subject teacher.

  

2.                 Students often struggle when they come to an unfamiliar or new word. I would teach students how to break up the words into smaller chunks called “chunking”. Students rip off the beginning and ends of a word, and try to read the part that is familiar to them. Students will at first use their thumbs, but then they figure out how to do it without it. 

3.                 A teacher should encourage lots of reading in her classroom, students should be given many opportunities to hear someone read. When a student comes across a word that they don’t know how to read or what a word means, I will encourage them to use “chunking”.

Fluency word study- part 1

1.       To ensure that struggling readers have access to read, teachers need to make sure that there are texts on different levels that are available for all the students.  The books need to be “just right”, for the students so there need to be different topics that interest the students.

2.       A teacher should set up a library in the classroom, where every student can choose a book that interests to them. The library should be well organized according to different topics and different genres like, fiction, nonfiction, poetry and history. All this can encourage students to read because students find books that interest them. A teacher should also incorporate independent, shared and guided reading in the daily schedule of a classroom.

3.       Read aloud is a great way to model fluent reading. Teachers should model to students what it means to be a fluent reader. The three reading elements are expressive, smooth, and correctness. Teachers can show sarcasm, tone of voice while they read to the class. If a student makes a mistake while reading, the teacher should not right away correct the student, rather have the student self-assess their reading. Additionally, a teacher should not interrupt her student while they are reading, since they will get used to stopping after every word.

Phonics lesson plan

Here is the link to my phonics lesson plan:
Phonics lesson plan

Whales and fish lesson plan

Here is the link to my lesson plan:
Whales and fish lesson plan