Laughing through Monday

My kids were the cutest things ever today!  They had me laughing out loud today on several occasions. 

One little firstie wrote in his How To book on how to get dressed for soccer, Put on your shirt so you don't show off your pecks!  Where do they get it?  Just love them to pieces!!

So I wanted to show you what I do once I collect all my information from a running record.  In this case it is DRA which is a bit more comprehensive but I still use the Miscue Analysis sheet to help guide me with my decisions for each child.

Here is a link to it in case you need it: Miscue Analysis

After the running record, I spend a very lovely evening (that's a stretch) review the running records and noticing what each child is doing.  I look at what they are successfully using and what I need to support them with.  Then I create a document that holds my whole class.  It tells what level they are at, their accuracy, comprehension, words per minute read, what group they are in, what goals I have set to teach and support them with, and what intervention they go to.  My school has two separate intervention times because we have a Tier problem, meaning too many meet the criteria :( 

This is what it looks like (note the codes on the 3rd page):

It's very helpful when planning my guided reading groups.  While in the groups, I can hit on something with one child or I can do a quick lesson for them all.  I also attack my goals during my conferring time while they are working in partnerships. 

Here is a blank form for you to work from: DRA Information blank (I have also given access to edit this form).



Goals (you may need more or less for your class depending on your needs):

Word work: when a child is not using their visual information (Does it look right?) we start noticing patterns within words, deleting/substituting phonemes, etc.

Strategies: Does it make sense? Does it sound right? Does it look right? if not, what do you do next?

Monitor for Meaning: A child that is only using their visual information (chunking words, sounding it out) and not thinking about the story

Vocabulary: when a child comes to words that they have never heard of it is time to attack oral language while integrating vocabulary

Comprehension: when a child needs support with retelling, predictions, connections

Fluency: the reader is choppy or rereads so frequently that you lose sight of the story

Blending: this is for my lowest students, just practicing the basics

Hope you see that a little time helps a lot with preparation!  Let me know if you have any questions.

March Madness

March Madness has something to do with basketball, right??  It makes me think of the countdown till spring break and how quickly the days pass after it.  I told someone today that being in my class was like heaven on earth.  They are so wonderful, I can't even think about June when they will leave me for grander horizons.  I need it all to slow down!


Saw this wonderful idea on Pinterest and knew I had to use it: 

I couldn't find the original person that uploaded it but kudos to whoever you are :)

Mine is a bit simple but you could print it on colored paper. We are starting to select our goals during conferences tomorrow!  Get yours below :)

Writing Goals, Conventions

Writing Goals, Traits

Trait Posters by:Edina Public Schools Writing Trait Posters

I've been working on a guided reading instruction pack.  It came about when I was trying to share it all with my intern.  It's hard model and talk about all the ins and outs.  We all know that it is overwhelming to begin and follow through with!

The pack I created has a checklist of materials needed, helpful hints about grouping students, a chart to schedule time for each group, running record forms, ways to analyze a running record, daily note page for each group, record log for individuals, and a format to follow when working with students. It's far from perfect but a quick and dirty overview to get started.

Guided Reading pack



Here are pictures from my classroom that explain my set up:

These are my guided reading books. All the copies are in one bag and filed under their level.  You will notice I wrote various levels on the books because it seems that everything differs.  My school uses the Guided Reading levels develop by Fountas and Pinnell. 

 The baskets are leveled.  Each level has around six different text selections.  The books have the level listed on the back.  This set is PM Rigby.

In case your school doesn't have the funds for a different series of guided reading books you can always level your readers that go along with your basal.  Most of the time they aren't used in a leveled order, they are based of comprehension or phonics strategies.  Leveling them helps your readers because it puts just right books in their hands.  

Here is my binder:

 I have a schedule in the front and a list of needs for each group.  Currently I am working with 2 groups a day and my intern is working with 1 a day.  So you may notice I only have 3 groups listed, she is in charge of the other 2 groups;)

 This is my note taking page.  It defintely helps with planning effective lessons.

 Goals for the following week based of noticings.

 Leveling guide in front pocket developed for our school's needs.

 Running Record cues in the back pocket.

 Bins for each group with books to reread and new reads, writing journal for each child and a couple other things based off the needs of the group {2 bins are stashed behind}.

 Whiteboards, fluency rubric, easy button and bell for clean up warning.

Back of easel that is used for word work.

Large book covers make great seat sacks for whisper phones because each kid is reading at their own pace.

Running records organized by level.

 What the individual bags look like...several copies of the running record and one book.



Check out these links for helpful guided reading resources:

Leveling Chart by steck & vaughn      Harcourt Leveling Chart

Developmental DRA chart tells where your kids should be and when

Fountas & Pinnell Text Level Descriptions  <-----so helpful! tells what students do at each reading level

Running record cuing and general explanation

Enjoy!

After the running record

So you take the running record and mark it all up, then what do you do?  Here is a Miscue Analysis sheet to guide you to making the right decisions for your reader.  It is based off Fountas & Pinnell's book Guided Reading.

Miscue Analysis sheet

After I complete it, I make a grouping sheet based off levels and needs of the readers.  I take a running record on each child monthly because I feel that it keeps me in tune with my readers....plus I like that one-on-one time!  I hope you find this useful.  It you have any questions, please comment or email.

 

Enjoy!