INTRODUCTION
My,
how the kindergarten curriculum has changed in my years of teaching. I
firmly believe in providing my students with a developmentally appropriate
curriculum. However, in the past few years the kindergarten curriculum
has accelerated tremendously. Kindergarten children are expected to go
to first grade with beginning reading skills. In order to teach the
state mandated objectives while providing developmentally appropriate
activities, I developed this approach to reading in kindergarten.
First of Year Approach
After the initial assessment of each child in my class, I group them according
to their academic and developmental level. This enables me to work with
children that need help learning their letters, beginning sounds, etc.
while introducing emergent reading text to children who are ready to begin
reading in small group situations. I use the Building Blocks philosophy
in whole group instruction which introduces objectives in a multilevel
format. To read more about the Four Blocks/Building Blocks approach to
reading visit Patricia Cunningham's web site.
Students in my classroom are placed in five groups. They rotate through
five literacy based centers each week, included Guided Reading. I see at
least three groups everyday. I call groups from other centers as I finish
each group. Each group is assigned a color. (I choose activities
for each group based on their academic level. However, this discussion
is based on the groups ready for guided reading).
2.
Pointers for each child
I make pointers from colored popsicle sticks (available at most
Dollar Stores and WalMart). Place a small wiggly eye or face sticker on
one end. I send home a pointer for each child to use as they read their
little books and other reading material at home.
3. Yellow and other color highlighter markers
4. Red crayons or markers
5. Magnetic letters and magnetic board
6.
Mini Magnadoodle boards
Optional
Items:
Computer
Big
Book copy of guided reading book
Pocket
chart of guided reading book and pictures (See picture below.)
DAILY ACTIVITIES
Monday
Introducing
the Book
Hand out little books to each child. (If possible, enlarge each page, make
into a big book and introduce with the big book.) Show the title page to
students, ask what they think the book will be about. Read the title to
the students.
*(This year I purchased
an infocus projector that I am using for introducing the guided reading
book to the whole class. I am doing the activities that I would normally
do with small groups everyday as a whole group activity.)
Building
Background
Ask
students what they know about the picture, elicit responses.
Picture
Walk
Walk students through the book one page at a time. Point out each picture
and ask students what they see. Implant the language of the story and introduce
the vocabulary by pausing at each page to review what you have read. Elicit
the correct word to describe what is shown in the picture.
High
Frequency Words
Introduce one or two high frequency words each week. Have the words printed
in a pocket chart or on the computer screen.
During Reading
Modeled
Reading
Model
reading to students by first reading the story while they follow along.
Point to each word as you read. After reading the book, let students assume
more and more responsibility for the reading. Read again and pause on words
that they may be able to guess based on picture clues and allow students
to supply the missing word. Students should become adept at reading the
high frequency words repeated on each page.
Student
Reading
Following the model reading, hand them their little books and pointers.
Instruct them to read aloud beginning with the cover. Allow them to read
at their own pace. Tell them to point to each word as they read. Monitor
their reading as they do. Provide prompts as needed. For example, if students
pause on a word, suggest that they try to sound out the first letter and
then subsequent letters or to look at the picture for clues.
After Reading
Reading
Strategies
Ask:
What did you do when you come to a word you could not read? Encourage students
to share any reading strategies they use to help them read. Ask questions
such as: How did the pictures help you read the words? Answers could be:
Reread the text while looking at the illustration.
Comprehending
the Text
Use
the following questions to check student understanding of the text they
just read.
What
was the book about? Tell me in one or two sentences. ( A good way
to transition emergent readers into developing reading comprehension is
to provide a listening comprehension activity each week. The students look
at the book while listening to the story and then they answer a question
about the story or complete an activity sheet.) For several years I had
students color their books, now I develop an activity sheet for each guided
reading book that includes the high frequency words highlighted in the
book and a comprehension activity. I plan to put the activity sheets under the
appropriate theme very soon.
High
Frequency Words
Read
the story again, using pointers. Find the high frequency word/words in
story. Make the word/words with letter tiles, letter cards or magnetic
letters.
Write
the word using markers, magnadoodle screens, fingerpaint placed in ziploc
freezer bags, dry erase boards, etc.
After
reading, allow students to use another color highlighter and highlight
other words and high frequency words they can identify for you.
| Alternative Strategies: If you can only see one or two groups of students each day: have them complete the response sheet and highlight high frequency words. After the first half of the school year I reduce the number of groups I see each day, I focus on students that are struggling and spend more time listening to students read to me. |
Wednesday-Friday
Read
story using pointers.
Phonemic
Awareness Activities
Find
several words in the story. Say the words and have students repeat the
words with you. Then say the sounds of the word and have students guess
the word. For example /c/a/t/. If the word lends itself, find words that
rhyme with the word.
High
Frequency Words
Read
the story again, using pointers. Find the high frequency word/words in
story. Make the word/words with letter tiles, letter cards or magnetic
letters.
Write
the word using markers, magnadoodle screens, fingerpaint placed in ziploc
freezer bags, dry erase boards, etc.
Complete response sheets created for each guided reading booklet.
Our class has a large block of time devoted to literacy each day (2 hours). This time includes writing workshop, literacy centers, and literacy stations. During the time devoted to literacy stations and literacy centers, I see the groups. As I finish groups and at other times during the day I listen to students reading the many emergent readers available in our classroom.
Pictures of Literacy Center Activities
Highlighting
Words of the Week
Reading with Pointers
Reading with Phonics Phones
Resources
www.scholastic.com |
www.scholastic.com |
www.amazon.com |
www.scholastic.com |
www.atozteacherstuff.com |
www.kindergarten.com |
www.readingatoz.com |
www.beginningreading.com |
