J Readers Focus on STAMINA
Lesson 1 of 10
Objective: Strategy groups focus on developing stamina by picking from a set of books to create fat book baggies.
To increase student reading volume in just right books, I will pull up a strategy group of leveled readers. In my class I have three students who are reading at J level, seven students who are level M that I am focusing on right now. To check levels of books, one resource I use is Scholastic Book Wizard. Click the prompt to search by guided reading level and type in the title or author. Sometimes you can find out the level of a book. Not all books are leveled. It is a work in progress as a teacher continue to develop your own understanding of genres and series and their levels and the characteristics of each level of book. Fountus & Pinnell have published many resources to help you understand the differences between levels. I draw leveled teaching points from The Continuum of Literacy Learning.
I also meet regularly with my team in a Professional Learning Community (PLC) to plan, discuss student work, and to share what is working.
Every day during independent reading I am either observing, conferring, assessing, or pulling a small strategy group. I have a wide range of readers and so to meet their needs I do not have a one size fits all approach. I enjoy differentiating my instruction and to do this effectively I like to use a pocket chart to organize my readers into flexible groupings. Today during independent reading, I will pull up a strategy group of level J readers. I have 3 students who are reading at J level. I will show them the chart I prepared. It has the three things they have to work on:
1. Figuring out Tricky Words. I will teach them to look for the root words and then notice if it has a prefix or suffix.
2. Following the character from the beginning of the story to then end and be able to notice what happens and changes in the story.
3. The third thing is to develop stamina. Start reading and stay reading. I will read a short story out loud to them and demonstrate how I figure out a tricky word, and then get right back to reading.
After I finish the story, I will demonstrate how to retell the story across my fingers if necessary- and then have my own thoughts and ideas about the story.
Next, I'll have them try it. I will have 3 books already pulled for them- ask them to read the first few pages to themselves noticing when they had to figure out a tricky word. I'll stop them and have them retell the changes that happened and ask their thoughts and ideas. Ill give feedback and then send them off to read from their baggies
I will have ziplock baggies for them they will select 10 books for their baggies. When they go back to their seats they will begin reading these during independent reading and then finish reading them at home. I will encourage them to read the books a couple of times. Each time focusing on something different. First time through- figuring out tricky words and monitoring for sense:thinking who? what? Second time they read it focusing on their fluency and remembering new words and comprehending the story easily. Practicing retelling the story across their fingers.