fluency

Literacy center resources (free)

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by Cindy Elkins, OK Math and Reading Lady

What is the purpose of having literacy work stations in your classroom? If you answered, “To provide meaningful, engaging, rigorous, differentiated opportunities for students to learn” then you are on the right track!! Aside from the task of deciding on the literacy station procedures and routines you want for your classroom is the problem of actually providing and organizing those quality activities.

I know most of you regularly visit the TPT store and Pinterest for ideas.  There are a TON of great things out there. However, not everyone has a color printer or has the means to drain their bank account to pay for these items.

So, here is a FREE resource I think you will like. It does not require a color printer, and it addresses pretty much every literacy skill you need to teach and/or provide practice for (KG-5th grade). It is the Florida Center for Reading Research (www.fcrr.org). Click on this link: Student center activities which takes you directly to the K-5 reading center activities page.  The following are available — all for FREE!!

  • Sections clearly labeled Phonological Awareness, Phonics, Vocabulary, Fluency, and Comprehension — with multiple activities for each sub-skill
  • One page overview for each activity (objective, materials list, and directions with illustration showing the activity in use)
  • Flexibility options to use materials as a teaching tool and/or as a practice or review activity

These are some of the types of activities:

  • Tons of letter, picture, and word cards for sorting, matching, pocket charts, concentration, rhyming, word work, etc.
  • Game boards
  • Fluency practice items (from common syllables to phrases)
  • Recording sheets – to record results of activities when appropriate
  • Graphic organizers which can be used with any book – especially for grades 3 and up.

A teacher’s guide is also available with more detailed directions, background information, and literacy station organizational ideas.

I also bookmarked this site in my Resources section (top of the blog in the black band) should you need to refer to this site often. Enjoy!!! Let us know about your favorite FCRR activity or how you are using them in your classroom! Just click on the comment speech bubble.

Reading Routines Part 2: Independent Reading Time

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by C. Elkins, OK Math and Reading Lady

This is part 2 of a series about reading routines I believe are important. The focus in this post will be on establishing a daily independent reading time. This independent reading time (or partner reading) will help extend some of the benefits of your read aloud routine.

According to Houghton Mifflin, “Research into effective literacy instruction has often noted that the best teachers of reading have an extensive collection of books in their classrooms (Allington & Gabriel, 2012; Morrow & Gambrell, 1998; Reutzel & Fawson, 2022). In large-scale national studies, researchers found that students in more effective teachers’ classrooms spent a larger percentage of reading instructional time actually reading; additionally, exemplary teachers were more likely to differentiate instruction using their book collections, so that all readers had books they could read accurately and fluently, with understanding and motivation (Allington & Gabriel, 2012).” This comes from an excellent, easy read from Houghton Mifflin Harcout: The Value of Independent Reading: Analysis of Research

What are the benefits? The child . . .

  • Gets a choice in what he/she reads.
  • Is able to practice concepts of print.
  • Is exposed to a wide range of books. This exposure is important in motivating children to read. I’m a strong believer that a child who doesn’t read just hasn’t found the right book / type of book yet.
  • Has the chance to make connections (with characters, places, situations).
  • Can explore all types of genres to include fairy tales, poetry, fantasy, and non-fiction.
  • Becomes more fluent when rereading a favorite book.
  • Increases vocabulary and comprehension.
  • Is able to apply knowledge about sight words and reading / decoding strategies at their own pace.
  • Becomes more confident, experienced, and committed.
  • Builds background knowledge.

Other ways to extend the benefits of independent reading time:

  • Check out the Daily 5 routines to get started. Here’s a summary:
    • Independent reading requires stamina. Start out with a brief time and observe when students start to get restless (5 minutes??) Then gradually add time, always taking cues from the students about how long is too long? Of course the optimum time is based more on age / grade level. But I would recommend you aim toward a goal of 15-20 minutes per day (more for older students).
    • What does independent reading look like? Which books can they choose? How to get them out and put them away. Where can I sit? What if I didn’t finish my book and want to keep it a little longer? If I don’t know the words yet, can I just look at the pictures?
    • How to choose a “just right book.”  Independent reading is most beneficial when a child chooses a book they can read, but we have to be careful not to make it too regimented and requiring only certain levels. A “just right” or “good fit” book is not too hard, not too easy, is on a topic you enjoy, and you can read most of the words.
    • Check out the Daily 5 / Daily Cafe links at the bottom of this blog.

      Anonymous source from Microsoft Clip Art

  • Periodically allow students to share something about a book they like (a book talk) to perhaps interest others. This could be while students are in a circle, or just a couple of students each day.
  • How about partner reading? This might be helpful with reluctant or new students to show them the procedures. Or a once-a-week treat.
  • For intermediate students (grades 3-5), be sure they have extra time to peruse / try out a book. The cover can entice them, but once they start reading, they need permission to trade for another if it doesn’t grab them. Also consider book clubs. This is when 2-3 students read the same book and have the opportunity to engage in discussion about their book.
  • Allow a classroom book to go home via a check out bag.
  • Make up special take home bags for special occasions (birthday, holiday, etc.).  I had two rotating bags that were sent home. My classroom name was “The Magical Mice.” One bag was painted with cute mice. Several books with a mouse theme (fiction and non-fiction) were included. A book log was included which included mouse poems and notebook paper for the child and/or parents to write a note. I even had a recipe to make mouse-shaped cookies in the bag. The student of the week got to take it home and keep it for the week. The other bag was for birthdays and included similar items with a birthday themed stories.

Thank you, Mrs. Seely!!

How to organize your classroom library to help your routine go smoothly:

  • Sort books into categories and label (using small easy-to-carry tubs). Find child-accessible shelves to keep them within reach. For PreK, KG, and 1st grade, consider labels with pictures also. Here’s a link to TPT for free and $ book labels: TPT Classroom Library Book Category Labels
  • If students’ desks are grouped together, rotate some tubs daily so students don’t have to leave their seats to get books. We all know this can get out of hand if students are constantly getting up.
  • Daily 5 suggests that each child have their own book collection box using a cardboard magazine holder (or you can cut an empty cereal box and cover with contact paper). Their box contains their school library book, leveled books, guided reading book, and free choice books they are reading. This might also be a great place to keep their writing journal (another reading routine I will blog about soon).
  • If not using the individual boxes (above), think about what you want to happen when independent reading time is over and a child wants the chance to finish their book. I had a small tub for each group. The student would put their personalized, laminated bookmark in the book to claim it for the next independent reading time. This valued their right to finish a book they had become engrossed in without someone else “stealing” it.

What are you as the teacher doing during this independent reading time?

  • You can enjoy your own book to model independent time.
  • This might be a good time to listen to individual children read to you (not a whole book, but just a few pages). It will build the teacher / child relationship and allow you to monitor and assist them with strategies.
  • Less desirable, but often necessary —  time for some independent assessments (for new students, at the end of the quarter, etc.

Some recommended links to launch your independent reading time:

Have a great week! Tell us about your independent reading routine!

 

Reading Routines Part 1: Read Aloud

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by C. Elkins, OK Math and Reading Lady

Read aloud time is an important daily routine (for PreK – 5th).  It’s not just for primary students. According to an article in Reading Rockets (https://www.readingrockets.org/article/reading-aloud-build-comprehension), Reading aloud is the foundation for literacy development. It is the single most important activity for reading success (Bredekamp, Copple, & Neuman, 2000). It provides children with a demonstration of phrased, fluent reading (Fountas & Pinnell, 1996). It reveals the rewards of reading, and develops the listener’s interest in books and desire to be a reader (Mooney, 1990).

What are the benefits?

  • Teacher models good reading (not an internet book)
  • Reading is for enjoyment – so this is a story outside of the assigned reading curriculum for the week
  • There are great books available to spark the imagination and provide motivation to read
  • Students get practice making mental pictures (when listening to a chapter book)
  • Enhances listening comprehension
  • Vocabulary can be introduced in an informal way
  • Students learn about the author’s voice and point of view
  • Books can be compared (author, characters, genre)
  • Characters can be explored deeply if reading a series by the same author
  • Great comprehension skills to reflect on informally:  predict, cause-effect, sequence, compare-contrast, inference, theme
  • A calm atmosphere
  • Students feel more free to discuss aspects of the read-aloud (because there aren’t worksheets or tests involved)
  • Able to listen to books above independent reading level
  • Builds connections and classroom community (Example:  “This is a book about . . . .  What experience have you had with this?”)
  • Got a problem to solve (Friendship, etc.)? You can probably find a book about that topic
  • Younger students learn valuable concepts of print by participating in the shared reading of a big book

I know this precious read aloud time is often omitted due to tight schedules. If so, please examine your schedule to see if you can shave a little time in other places to include this important routine. Here’s a great article about ways to fit read-aloud time into your busy schedule: https://www.scholastic.com/teachers/blog-posts/juan-gonzales/17-18/3-ideas-on-how-to-create-more-read-aloud-time-the-classroom/

At the beginning of the year when you are establishing procedures, be sure to make an anchor chart for read aloud expectations.  Refer to the Daily 5 for great ideas. Things to consider:

  • Will children be on the floor or at their desks?
  • Will you allow doodling while you read? (There are differing opinions on this.)
  • How will you handle blurting (or not blurting) and discussion time?
  • Videotape yourself to analyze your reading — Do you enjoy listening to yourself?  If your voice sounds varied and interesting, your students most likely will be actively listening (rather than disrupting or falling asleep).
  • Choose books which encourage mental visualization. Check with your librarian if you need some advice.
  • With chapter books, choose those with interesting characters and riveting chapter endings (makes studens eager to listen the next day).

Final research note: The U.S. Department of Education Commission on Reading took into account over 10,000 studies and found that the most important activity for building the skills and background for eventual success in reading is reading aloud to children (see Anderson, Hiebert, Scott, & Wilkinson, 1985). Children who are read to are usually the very best readers in the classroom, and they acquire large vocabularies, write well, and do better in other subject areas, as well.

What are your favorite read-alouds? Please share! (indicate grade level range too)

Some of mine for 2nd-4th graders:  A Toad for Tuesday (by Russel Erickson), the Flat Stanley books, Snot Stew (by Bill Wallace)

Building Reading Fluency

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by C. Elkins, OK Math and Reading Lady

Now that everyone is back from your winter break, I am sending you a short article on ways to build reading fluency with your students as a way to say Happy New Year! Click here for a FREE copy of it:  Building Fluency Guide

 

 

Cindy Elkins, Educational Consultant, OK Math and Reading Lady