Fluency

Students sometimes misinterpret fluency as reading fast. Being a fluent reader means reading smoothly, using good expression, changing the volume of your voice, and grouping words together as they read instead of word by word reading. Students practiced fluent reading daily. Students also used the Read Naturally computer program that works on reading fluency.

The Read Naturally program used at Meadowview Intermediate is a computer program that works on reading fluency. Students are individually assessed to determine the student’s reading level and establish a fluency goal. The program uses three strategies: teacher modeling, repeated reading, and progress monitoring. Teacher modeling assists students with pronunciation, expression and fluency as they listen and read along with the recorded story. Students then practice reading the story on their own several times until they reach their goal. Progress is individually monitored after completion of each story. Students take a short comprehension quiz and a teacher individually assesses fluency when the student reads the story aloud. I have sent reports and information home about student progress on this program and reading fluency. If you would like more information, please contact me.

As you are reading with your child at home, model fluent reading for your child. Then have your child practice reading fluently too.

Audio Books

Students are having fun and fine tuning their reading and listening skills this month as they read along with an audio book. Recorded books are a fun way for your child to listen to a fluent reader, practice following along, and focus their attention. Involve the whole family by reading along as you listen to a chapter of a book each night before bed or while driving in the car during a family vacation. There are many books on tape/CD at the public library that your child might enjoy.

This month, students are reading and listening to the audio recording of the book, Because of Winn Dixie. Students are really enjoying reading and discussing this book. It is a great way to develop their skills on sustaining their attention and understanding while reading a longer chapter book over a longer period of time. We are working on keeping track of the different characters and played a few games and activities as a way to review and discuss the book and its characters. As students learn more about the characters, they were better able to anticipate the characters’ actions and refine their predictions on what would happen next in the book. Ask your child about the different characters in the book and what character they liked best.

Determining Importance

We are beginning to focus more on reading nonfiction and the strategies we will use for reading nonfiction books. We are focusing on the comprehension strategy of Determining Importance.

In fiction
Many students are choosing to read chapter books for independent reading. In class, we have practiced how to keep track of the events of the book and other story elements. Determining the most important event/s can still a challenge. After reading each chapter, students write or draw a picture of 1-2 important events. Students also keep track of the characters, the setting, the main character’s conflict, and the resolution. Each day before reading, students review their notes. As you are reading with your child at home and monitoring their homework, ask them how they are keeping track of the events of the book or what they predict will happen next.

In nonfiction
During our weekly LMC times this month students are reading nonfiction books. Reading nonfiction requires readers to think differently about the text. Readers need to determine the big ideas and figure out the most important facts from the interesting ones. Some students may track the important facts using post it notes to record their ideas. Others may use a 3-column chart or FQR to record Facts, Questions, and Responses. In class we will discuss getting too caught up in the wondering and questioning of nonfiction and the need to refocus on the text, and where a reader’s background knowledge fits in the process. We will also discuss and practice determining the difference between fact and opinion.

Reading for the Record

On Thursday October 8, 2009, Meadowview Intermediate students from Mrs. Richard, Mrs. Ritcher, and Mrs. Veenstra’s reading classes went to the Sparta Preschool. Our visit was part of the Read for the Record, when more than ONE MILLION children around the world broke the world record by reading Eric Carle's The Very Hungry Caterpillar to the most students on the same day. Some students also read other books. Students practiced reading the book many times and tried to read with expression and smoothness. Meadowview students thought the preschool students were good listeners and enjoyed our visit. We gave each classroom a copy of the book, The Very Hungry Caterpillar, to keep in their classrooms. We can’t wait to visit the preschool again and read!

Assessments

Students have completed several assessments since the start of the school year. Students completed the Sparta Reading Inventory (SRI); an assessment that evaluates a student’s reading level. Students read a nonfiction passage, retell what they read, and answer questions about the passage. This is a benchmark assessment, meaning individual student performance is compared to grade level performance. Students are rated advanced, proficient, basic, or minimal in the areas of reading accuracy, oral reading rate, fluency, retelling, and comprehension. Students also completed the Measurement of Academic Progress (MAP) assessment. MAP scores are reported with a Rit score and reading scores also use a Lexile Framework range, a scale for measuring a student’s reading level. Finally, students completed a writing prompt to assess strengths and weaknesses using the 6+1 Traits of writing. Many of these assessments were shared at conferences. These assessments help teachers place students in appropriate groups, match students to books for independent reading, and track each student’s growth. Students are assessed periodically throughout the year to check progress. If you have questions about any of these assessments, please contact me.

Independent Reading

One focus at the beginning of the year is finding and reading “just right “ books. These are books that students are interested in reading independently with still a little challenge. Students need to be able to read most of the words, have a good understanding of what they are reading, and able to completely read the book in a reasonable amount of time. We visit the LMC weekly for the purpose of finding just right books. Each month, there is a different focus and a project to complete as part of daily independent reading.

I suggest that students read a minimum of 20 minutes nightly and often this may be the only reading and writing homework I assign. As often as possible, listen to your child read and retell the story to you. Establish reading and sharing about books as part of your child’s daily routine. The more your child reads, the better chance your child has to become a successful reader.

This month we focus on reading fiction books. Students will be discussing, writing and completing projects on fiction books. This month, students will be completing brochures on their books to demonstrate their reading comprehension and advertise the book to others. When completed, some of these brochures will be on display in the LMC.

Welcome Back

I would like to welcome students back to school. I am eager to start the new school year and there are many exciting things to look forward to in the upcoming year. As we start the school year, students will make adjustments in learning new names, procedures, and routines. We will spend the first weeks together reviewing procedures and getting to know each other.

Reading and Writing Instruction
This year, your child’s reading, writing, and spelling instruction utilize a variety of resources and techniques. My instruction uses technology and print to meet the needs of students whose reading achievement is below proficient level. The daily 90-minute instruction, directly address individual needs through high-interest literature, instructional software, and direct whole group and small group instruction in reading, writing, and vocabulary skills.

Our first homework assignment was a "thinking" assignment. Students needed to think of a favorite book they read in the last year and be prepared to share with the class one reason it was their favorite. Some of the favorite books that were shared were books about mythology, legends, Titanic, building things, as well as some fiction books such as the Ricky Ricotta and His Mighty Robot series, the Nate the Great series, the Goosebumps series and Shiloh. I was so impressed by students’ enthusiasm for books and the amount of details some shared about these books!!

As a follow up to this assignment, students are asked to interview their parents or another adult about a favorite book they had as a child. Students also are encouraged to show parents this blog site and post the interview information on favorite books. I am so excited to read their postings!!


Math Instruction
This year your child’s math instruction uses much of the Math Expressions materials by Houghton Mifflin. I will be sending home occasional newsletters detailing our units of study. Follow the link to the right on this page for more information on Math Expressions, parent resources, as well as games for students to practice their math skills.

Summer Reading

I encourage everyone to find a way to fit reading into their busy summer schedules. Many students will have a slight drop in their reading level in the fall mostly due to not being in school and reading on a consistent basis. Any ways you can find to encourage your child to read in the summer will help. The Sparta Library offers a fun summer reading program. Involve the whole family by reading a chapter of a book each night before bed or while driving in the car during a family vacation.

Another summer reading opportunity for your child is checking out from our school the One Minute Reader books for your child. The One Minute Reader is a set of books that provide high-interest, age-appropriate stories and audio recordings that assist students in improving their reading fluency. Each book contains five stories. For each story, your child will listen along to the CD recording. The recording models appropriate pronunciation, expression, and fluency. Then your child listens and reads along with the recorded story. Next, your child practices reading the story several times alone. After that, a short comprehension quiz is taken. Finally, your child asks you to listen as he/she reads the story aloud. The books are designed for your child to complete independently until the final step when your child will read to you. Please contact me if you are interested in having your child take part in this opportunity.

Happy Reading!!

Reading News

This month, we are focusing on making inferences as we read. Making inferences is when the reader fills in the missing information that the writer has not included in the text. This strategy helps students ask and answer questions that are NOT literal and moves them into higher levels of thinking and understanding text.

We also focused on poetry this month. As we read poetry, we are focusing on reading poems fluently and writing poems using a variety of word choices. Students will read a variety of poems and study some different types of poetry and writing.

This month, fifth grade students read and discussed civil rights and read about Ruby Bridges. After reading part of her autobiography, students wrote letters to Ruby Bridges mostly to thank her for being so brave and helping to end segregation in southern school. We are also reading several nonfiction articles about bullying. As we read, students are discussing the main points and learning about different types of bullying, reasons for bullying behavior, and what students can do if they are bullied. Ask your child what they have learned this month about bullying behavior.

Winter Assessments and Nonfiction

Your child has completed several assessments in recent weeks. Students completed a winter writing prompt for descriptive writing. Students also completed an informal reading inventory. Lastly, students completed the MAP assessment in reading and math. I will review your child’s progress and results of these assessments during upcoming meetings or spring conferences. If you have questions on any of these assessments or would like more information on the assessment results for your child, please contact me.


In Read 180, we are continuing to focus on nonfiction. Earlier this month, students finished reading short chapter books about monster trucks, tornadoes, bat and insects. Currently, students are reading biographies. Students are continuing to summarize the main points of what they read, and do so with less teacher support moving toward independent practice. This is a difficult skill and we practice taking notes and determining the main points through a variety of activities. Some students are reluctant to work on their own and work more independently. Encourage your child to use the strategies we have practiced in class when they are completing reading and writing work at home.

Character Development

During our novel studies, we worked on keeping track of the different characters and played a few games and activities as a way to review the book. As students learned more about the characters, they were better able to anticipate the characters’ actions and refine their predictions on what would happen next in the book. We also started to discuss different character traits. One of the games students really enjoyed playing is a game called Hot Seat. One student steps into the role of a character by being in the hot seat. The other students prepare questions to ask the character, such as why they acted a certain way. Students tried to ask “why” and “how” questions. The student in the hot seat had to try to answer each question as if they were the character in the book. This was an excellent way for students to review all the strategies we have learned so far this year.

As you are reading with your child at home, ask your child about the different characters in the book and what character they liked best. Try asking them why they think certain characters may have behaved a certain way or how a character may be feeling. Have your child give you one or two reasons to explain their thinking.

Audio Books

Students are having fun and fine tuning their reading and listening skills this month as they read along to an audio book. Recorded books are a fun way for your child to listen to a fluent reader, practice following along, and focus their attention. Involve the whole family by reading along as you listen to a chapter of a book each night before bed or while driving in the car during a family vacation. There are many books on tape/CD at the public library that your child might enjoy.

Fourth grade students are listening and reading along to the audio recording of The Music Of Dolphins, by Karen Hesse. The main character, Mila, is rescued at sea after living with dolphins for several years due to a suspected plane crash. Mila is taken to a research facility where she lives with Dr. Beck who tries to teach Mila how to talk and act human. The main character is a clever and curious girl with many endearing qualities that students connect with as they are reading the book.

Fifth Grade students are listening and reading along to the audio recording of Bud, Not Buddy, by Christopher Paul Curtis. The book is recorded by James Avery, who is engaging and really brings the characters to life. This historical fiction story takes place in Michigan during the depression. We are learning about life during the great depression and students really seem to like all the characters that Bud interacts with on his journey to find his father.

Each day, students are reading and discussing one of the chapters from the book during class. There have been great discussions about the book and students were able to practice a variety of reading strategies throughout our study. It is also a great way to develop their skills on sustaining attention and understanding while reading a longer chapter book over a longer period of time.

SOLO

Recently, students were introduced to the SOLO program. The SOLO program is a computer software program that includes word prediction, a text reader, graphic organizers, and talking word processor. This assists students in being more independent during the writing process and is just one more tool for students to write about books we read in class. Students learned how to use the Draft Builder and Write Outloud features of the program to take notes and write a summary of a book we are reading in class, something previously completed with pencil and paper. Each day, students are taking notes about the events in the book. Once completing the book, students will be able to drag their notes into a written summary. Some of the features of this program are its ability to read the text students write, spell check, and click and drag text (instead of retyping it.) Another advantage is the increased student interest and motivation. Not only is the new technology fun for students to use, students are finding the writing process to be less laborious and more enjoyable.