The Kindergarten class meets for Literacy (Reading and Writing) daily for 45 - 60 minutes. For part of this time, students meet as a large reading group where they are exposed to authentic fiction and nonfiction that corresponds with our project-based work in Science and Social Studies. Along with a variety of other research based, and tried and tested Literacy curricular methods, Willowwind uses the Teacher College Reading Project Curricular Plan as a guide to form large and small group lessons as well as in creating individual tasks as students progress through the year
Reading emphasizes the importance of student engagement and the interaction between readers and text. It addresses core components of early reading by developing speaking and listening skills, oral vocabulary and comprehension, concepts in print, the alphabet, phonics, and phonemic awareness. It happens moment-to-moment in the classroom as conditions are established in which students learn to read and teachers assess what students can do and then teach students to take one step and then subsequent steps forward as readers.
Our large group reading time is meant to foster independence among readers. Large group reading time focuses on the teaching of seven reading strategies that all readers must apply to text in order to read and understand content. The reading strategies include:
• make connections
• create mental images
• make inferences / draw conclusions
• ask questions
• determine what is important
• monitor comprehension & meaning
• synthesizing
Two or three times a week students will be given independent reading time to apply what was focused on in the large group lesson. Students will read books at their independent reading level and apply skills or strategies while reading. Choice is an integral part of reader's workshop, so during independent reading times students will choose what books they want to read. At times, they can choose to work alone, or with a friend. Choice gives students ownership of their learning.
In addition, during independent reading work time, students will focus on building reading stamina. Minute by minute, students will learn to clear their mind and focus on their ability to read self-selected texts. Independent reading will grow as children's skills grow. It is our goal, that your Kindergartener will be able to sustain 15 minutes of independent reading time without any interruptions, distractions, or urges to move onto another activity.
In order to reach a balanced literacy approach, in addition to large group and independent reading time, students will also be exposed to reading strategies through shared reading exercises (i.e. morning message), chapter book and picture book read aloud (i.e. The Wind in the Willows and The Little Engine That Could respectively), Word Study sorts, Guided Reading instruction, Center Time, daily access to our classroom library, monthly visits to the public library, and regular assessment by using On-the-Mark and Developmental Reading Assessment (DRA).
Our year long reading goals focus on the ability to recognize text, use pictures to help us, understand the beginning, middle, and end of a story, read for a purpose, connect the text, and build the reading process. In doing so, this will produce excellent readers that are comfortable and confident in moving from oral language to printed language.
Reading emphasizes the importance of student engagement and the interaction between readers and text. It addresses core components of early reading by developing speaking and listening skills, oral vocabulary and comprehension, concepts in print, the alphabet, phonics, and phonemic awareness. It happens moment-to-moment in the classroom as conditions are established in which students learn to read and teachers assess what students can do and then teach students to take one step and then subsequent steps forward as readers.
Our large group reading time is meant to foster independence among readers. Large group reading time focuses on the teaching of seven reading strategies that all readers must apply to text in order to read and understand content. The reading strategies include:
• make connections
• create mental images
• make inferences / draw conclusions
• ask questions
• determine what is important
• monitor comprehension & meaning
• synthesizing
Two or three times a week students will be given independent reading time to apply what was focused on in the large group lesson. Students will read books at their independent reading level and apply skills or strategies while reading. Choice is an integral part of reader's workshop, so during independent reading times students will choose what books they want to read. At times, they can choose to work alone, or with a friend. Choice gives students ownership of their learning.
In addition, during independent reading work time, students will focus on building reading stamina. Minute by minute, students will learn to clear their mind and focus on their ability to read self-selected texts. Independent reading will grow as children's skills grow. It is our goal, that your Kindergartener will be able to sustain 15 minutes of independent reading time without any interruptions, distractions, or urges to move onto another activity.
In order to reach a balanced literacy approach, in addition to large group and independent reading time, students will also be exposed to reading strategies through shared reading exercises (i.e. morning message), chapter book and picture book read aloud (i.e. The Wind in the Willows and The Little Engine That Could respectively), Word Study sorts, Guided Reading instruction, Center Time, daily access to our classroom library, monthly visits to the public library, and regular assessment by using On-the-Mark and Developmental Reading Assessment (DRA).
Our year long reading goals focus on the ability to recognize text, use pictures to help us, understand the beginning, middle, and end of a story, read for a purpose, connect the text, and build the reading process. In doing so, this will produce excellent readers that are comfortable and confident in moving from oral language to printed language.