Independent Reading

A large focus of my instruction is finding ways to instruct, encourage, and support students’ daily independent reading. I start the year by giving students strategies for finding “just right “ books. These are books that students are interested in reading independently with still a little challenge. We visit the LMC weekly for the purpose of finding just right books. I also find ways to expose students to a wide variety of reading and try to focus on at least one genre each month. Each month, there is a different project to complete as a way to share what we have learned from our daily independent reading. I set short and long term deadlines for completing projects and encourage student feedback in guiding these projects. Students have choices in the projects they complete that involve a variety of medium and technologies. Once student projects are completed, we often spend class time sharing student work and display projects in the classroom and hallways. So far this year, we have read fiction books in a series, nonfiction animal books, biography, historical fiction, folktales and poetry as part of guiding students through their daily independent reading practices.

Now I am asking for your suggestions and feedback. With the summer closely approaching, 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. In the past, I have encouraged and tried different methods for motivating students to read over the summer. I would like to know what ideas you have for reading over the summer! Perhaps there are suggestions or ideas that I can assist with or support to make summer reading fun and enjoyable. Please send me all your wonderful ideas so that we can all discuss and share how to continue our fun in reading all year long!!

Winter Assessments
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.

Folktales
Currently, students are reading folktales in class and for independent reading. Students have learned that Fables are stories told to teach a lesson or a moral. The morals often have to do with using one’s thinking to overcome enemies such as the value of cooperation, looking at problems from a different point of view, and being satisfied with what life deals you. Folktales represent many different countries and cultures.

Writing
In addition, students are writing their own folktales with Mrs. Finnigan, our student teacher. Some students are also writing reports on information they have learned from their readings about different countries. Students will be typing their writing on the computer and some will be using the SOLO program. SOLO is a computer software program that includes word prediction, a text reader, graphic organizer, and talking word processor. This assists students in being more independent during the writing process and is just one more tool for students to use during the writing process in class.

Nonfiction

We are continuing to focus on nonfiction. Students are creating nonfiction notebooks with explanations and examples of the many conventions of nonfiction text. First, students develop a definition of the convention (such as the glossary) and discuss how it helps a reader learn new information. Then, students create their own example. Students will use their notebooks during practice activities such as finding information from the index, glossary,and table to contents.

Recently, students finished reading short chapter books about bushfires in Australia and improving life in India. Students may also chose to read about monster trucks, tornadoes, bat, insects, and other foreign countries. Currently, students are reading biographies from the LMC. 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 independently. Encourage your child to use the strategies we have practiced in class when they are completing reading and writing work at home.

Welcome Mrs. Finnigan

Mrs. Finnigan will be graduating from Winona State University, as a nontraditional student, in May with a license in Special Education learning disabilities. She is currently working with Ms. Veenstra to complete her student teaching practicum. She will be working with students on reading strategies and programs, as well as math skills. She looks forward to learning many things from the students and staff at Meadowview Intermediate School. We are all so excited to have her in our class!!

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.