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Growing Readers in March-Draft

The Group Where It Happens - Intervention - Title 1

Growing Readersin March-DraftThe Group Where It Happens - Intervention - Title 1

The Group Where it Happens

I always appreciate the enthusiasm each of your students bring to reading group. I feel that all students are very tuned in to how the practice they do, is connected to achieving their reading goals.


Check out these conversation starters that will prompt your student to discuss what they are learning during WIN (What I Need) time and facilitate student agency.

Check Out Sample Reading

Click on the picture below to look at a March reading sample from your student's WIN group. Click through the slides to find your student's group and goals for the passage.


This would be a great piece to have your student read to you 🥰. If you want some ideas for ways to practice this passage, scroll down to the section "Ideas For Home Reading".

Read - O U T L O U D - Read - O U T L O U D - Read

In the February S'more and during conferences we talked about finding time to have your student read to you. When students get to hear themselves read, which often helps them catch their own mistakes. If you want to learn more, check out this article from the folks at Kumon. It is titled, "Why You Should Listen to Your Child Read Aloud". It talks about how reading out loud supports memory, accuracy, phrasing and speed, which are all a part of becoming a fluent reader.

Ideas For Home Reading (Repeat from Last Month)

If you are looking for some creative ways to have your student practice reading out loud, check out the ideas below. You can apply any of these ways to read, with any reading material you have. If your kiddo is reading a chapter book, use one of the ideas with the last page they read. If you have a short decodable or passage that works too. Never shy away from reading cereal boxes, a magazines or comics from the newspaper.

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Adult (or older sibling) reads a sentence and then student reads the sentence. Make sure your reader is not just reapeating what you said with out looking at the words. This gives your reader a chance to hear what fluent reading sounds like.

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Choose a story, paragraph or a page from a book and read it aloud, together. You may want to point to the words because your voice might be pushing them to read a bit quicker. Just be sure they are following with their eyes.

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Ask your student to read aloud to you for one minute. Mark the spot they got to. Spend a mintue talking about the text. What was it about? Were there any tricky words to pronounce? Then have your student re-read the selection for 1 minute.

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Have your student record themselves reading. They can record for 1-2 minutes. Then play back the recording and follow the text together as you both listen. This is a great way for students to find their own reading mistakes.
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A, AB, B is a reading protocol many of your students have practiced. You can do this protocol, sentence by sentence, paragraph by paragraph, or page by page. The grown up is "A". You read the selection first. This gives your student a chance to hear fluent reading. Then you read the selection with your student (matching voices). Finally your student reads the selection to you.

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Read it in a silly voice. Pick a fun voice to read with. Take turns. Choose a silly voice and have your student guess what type of voice you are using. Write down different types of silly voices on a piece of paper and pick from a hat. Read with the silly voice for one minute.

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Play this simple reading game. One person rolls the dice. The number rolled determines the number of sentences you have to read. This is a great way to have your student pay close attention to punctuation.

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Make the reading out loud portion of the day a special event. Cozy up with a blanket, make hot cocoa, read by candle light, put on PJs, wear hats, etc.

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Read a chapter book as a family. Perhaps there is a book you have been wanting to share with your reader. Use any of the ideas to make your way together through a great book. It could even be fun to share this time with family far away on Zoom or FaceTime. If they have a copy of the book, they can connect with your reader.

Code of Conduct Intervention Groups

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Primary

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Intermdiate

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Rachel Fox

Hello Metropolitan Arts Academy families! My name is Rachel Fox. This year I have the great honor of serving as the Title I teacher in your building. Fostering early literacy skills, and fueling the curiosity and confidence that drives life long learners, is my passion. This will be my 24th year in education! When I am not at school, you can find me hiking, camping, playing with our mini-dachshund (Stella) and doing projects with my family. My kiddos, ages 17, 15, 12 & 9, keep us busy with soccer, driving practice, the Marvel Universe and of course laundry! I look forward to meeting you, and your fabulous children, as well as serving as a resource for all things literacy now and into the future. Please email if you would like some ideas on ways to support your child's literacy journey.

Email: rfox@wps.org

Rachel Fox
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