Reading More Nonfiction

In December, we are reading a lot of nonfiction. We are studying the different features of nonfiction such as captions, labels, headings, the glossary, and the index and how to use these features to find information. During our LMC time this week, students chose a nonfiction animal book. Students will take notes on the animal and made a poster displaying the information they learned as well as present the information to the class at the end of the month.

This week, students were introduced to the Fact -- Question -- Response strategy as a method for taking notes and understanding their nonfiction books. Reading nonfiction requires readers to think differently about the text. This strategy builds on the previous questioning strategy students have practiced in the classroom. Students are asked to use three columns notes to write facts, questions, and responses to the text they are reading. Students were shown how to read a chunk of text and write down important facts. Students were shown how to ask questions and search for the answers as they read. Discussions in class have occurred about getting too caught up in asking a bunch of questions instead of focusing on the text and what to do if their questions are not answered in the text. Students may need to search for additional resources to answer their questions. Above all, students were encouraged to use this as a tool and not just “fill up the paper” to complete the assignment.

Focus on Nonfiction Text

State Testing
Due to state testing in November, some of our reading and writing classes were canceled to accommodate the additional time required by testing. We missed some of our weekly LMC visits this month due to state testing. Students may need more support from home this month accessing just right books.

Comprehension Strategy -
Asking Questions

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 questioning. Students are practicing asking questions before, during, and after they listen or read a story as a way to clarify their understanding about what they are reading. We are learning and practicing answering and writing our own questions. Students are also reviewing the strategy of making predictions as they read fiction chapter books individually or together in small groups.

Reading Assignments

I enjoyed meeting with many of you last week during Parent-Teacher-Student conferences. There were several questions about my independent/home reading expectations. We visit the LMC every Day 2 for the purpose of finding just right books. These are books that students should be able to read independently with some challenge. Students should read this book each night during the week. I suggest about a chapter a day or 20 minutes daily. You can assist with these assignments by asking your child to read to you, asking about the events in the book, or helping them figure out a challenging word. But most of the daily reading needs to be done by your child.

During our weekly LMC time, many students are choosing to read short chapter books. In class, we have practiced how to keep track of the events of the book and other story elements. 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.

Focus on a Series

For the next month, we are focusing on reading fiction books in a series. Reading books in a series can assist readers with understanding more difficult text because they are familiar with the characters, plot, and author’s style. This also assists with making more accurate predictions because they can anticipate what characters will do based on other books read in the series. This familiar plot structure also assists students in summarizing information.

Some of the books students are enjoying are Nate the Great, Horrible Harry, Cam Jansen, Mr. Putter, and the Magic Tree House series. We will be reading a couple of the Magic Tree House books in class to motivate students for choosing this engaging series for independent reading. There are numerous books in the Magic Tree House series that focus on a variety of topics. In addition to the above series, other series you may want to encourage your child to read are: The Zach Files, Amber Starts With A, Pony Pals, Secrets of Droon, and The Kootie Club Mystery series.

Reading Assessments

All students have completed the Scholastic Reading Inventory (SRI); a test that evaluates a student’s reading level. In the test, students complete questions about passages they have read. These passages come from fiction and nonfiction books. Passages come from informational materials as well. Once the test is completed, the results are reported using the Lexile Framework for Reading. This is a scale for measuring a student’s reading level. This helps teachers place students in the READ 180 software program, match students to books for independent reading, and track each student’s growth. A letter will be sent home soon explaining your child’s SRI test results and his/her progress thus far with the Read 180 software.

Read 180 Instruction

This year, your child’s reading, writing, and spelling instruction utilizes the Read 180 program. READ 180 is an intensive, research based, reading intervention program that uses technology and print to meet the needs of students whose reading achievement is below the proficient level. The daily 90-minute instruction directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct whole group and small group instruction in reading, writing, and vocabulary skills. Students have spent the last week being introduced and using the software and some of the books. They really seem to be enjoying the program.

Independent and Home Reading

At the beginning of the school year, I focus on finding “just right” books for students to read. 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 the text, and be 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.

I suggest that students read a minimum of 15 minutes nightly. As often as possible, listen to your child read and retell the story to you. The more your child reads, the better chance your child has to become a successful reader.

Welcome back students

I would like to welcome students back to school. As we start the school year, students will make adjustments in learning new names, procedures, and routines. We spent the first week together reviewing procedures and getting to know each other.

Our first homework assignment was a "thinking" assignment. Students needed to think of a favorite book 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 trucks, Clam I Am, by Dr. Seuss, Bud, Not Buddy by Christopher Paul Curtis, the Magic Tree House series, and the Junie B. Jones series.