Reading & Writing...It's as Easy as Pie!
In our first grade classroom, the "recipe" we use for reading and writing is known as balanced literacy. Because first graders are developing their literacy skills at different rates, this approach allows the teacher to develop instruction that meets the various needs of the students.
READING: AN ESSENTIAL INGREDIENT
We read ALL of the time in first grade. I may read as many as 8 (or more!) books to the students as part of our shared reading experiences throughout the day, many integrated with our various subjects. The children also have many opportunities to choose books from our classroom collections during the day. In addition to the daily shared reading, several times a week we have BEAR time (Be Excited About Reading). During the silent reading portion of BEAR time, children can choose from a variety of leveled books that are in baskets that are placed on their desks. Early in the year, I set out many easy-to-read texts and predictable books. As the year goes on, more challenging books are added to the baskets. During this time, I am looking to see that everyone is engaged in some form of reading, even if it is only looking at the pictures early in the year.
When BEAR time begins, I set a timer to indicate quiet reading time. Early in the year the timer is set for 5 minutes and we work our way up to 15-20 minutes. During this time the children read quietly. The parent volunteer is available to help children with unknown works and/or assist them in choosing a new book. During this time, I am at the reading table with one guided reading group - generally, it's the group that requires the most instruction. I like to meet with this group at this time because they are the ones least likely to be actually reading during quiet reading time, and they are the ones most likely to need the relative quiet classroom atmosphere.
When the timer rings, children help put away the book baskets and center time begins. I usually do BEAR time three times a week, and I have six centers at a time, so the centers usually last for a two week period. On the first day of centers, I call the entire class together and spend 5-7 minutes briefly explaining each center. I house the centers in sturdy cardboard totes from Calloway House; they are flat and somewhat stackable and colorful as well. Then I set up the centers throughout the room - some on the floor, some at the tables. There is a colored index card clipped to each tote with the names of the children who are required to use that center that day. I simply rotate the cards throughout the two weeks so that every group of students has been to every center. Over the years, I've simplified my centers considerably. I generally have an art center, which consists of an easy project or craft that relates to our themes or the seasons. Other centers often include a spelling center (such as practice writing spelling words on whiteboards or with wikki stix, with play-doh or with stamps). I usually have a math center, which may be a skillsheet followed by a card-type game. Sometimes I have a science or social studies center, and other times I have different literacy centers, such as read a mini book and answer questions. The parent volunteer is available to guide and assist students during center time. If a child completes the center assignment, there is usually a "back-up plan" which may be to do a puzzle, play a bingo game, etc. I like the children to STAY in that center area for the duration.
While the children are engaged in center time, I use the next 30 minutes or so to call over two more guided reading groups to my reading table. Those children then leave the center and join me. If a center is not completed by the child, that's fine by me. When the group has assembled, I guide them through a new book that I have chosen to meet their reading needs. Children in guided reading groups are close in ability levels, and they constantly change over the year as children progress. After an introduction and a picture walk, children read in whisper voices, and I "knock" on each student's "door" (on the table in front of them!) when I'm ready to listen in, and then they use a loud-but-not-too-loud voice. I make anecdotal records during each guided reading session. Early the year after a book is read we place it in a basket and it is then available for rereading. Later on, the book will go home in a plastic bag. Children are instructed to practice reading the book at home and there is a sheet inside for family members to fill in, with room for comments. In this way, parents can be kept informed of their child's reading progress. Sometimes I will call individual students over to the table rather than groups so that I can perform assessments.
At the end of the period, I shut out the lights, indicating that center time is over. Children are responsible for putting all center materials back in the tote and placing the tote on a shelf. They are also required to make sure their name is on their center recording sheet and place it in the basket that we use for paperwork. Then it's time for Writers' Workshop!
WRITER'S WORKSHOP
Another key component to our first grade language arts program is Writers' Workshop. We use a varied approach to writing, combining some of Lucy Calkins' Units of Study with information from Teachers' College as well as some teacher-created writing activities. We have Writers' Workshop 3-4 times per week for about 45 minutes. I almost always begin a lesson with a story, followed by a mini lesson that may address subject matter, mechanics of writing, content and more. Then children are dismissed to their desks and individual writing folders are passed out. These contain word lists and any writing pieces that they have finished or are working on.
While children are writing, I am circulating among the desks, conferring with individuals about their writing, giving assistance and suggestions when needed. After a writing unit has been completed (such as small moment/personal narratives, or All About Books), we spend some time on editing and revision and publish those pieces. Publication can simply be "fancying up" a piece and adding a cover, particularly in the beginning of the year. When a unit is over, we'll have a simple celebration, which may include reading to one another, to another first grade class, setting out our pieces to be viewed in the library, etc. When pieces (finished or not) are sent home, I usually attach an explanation note so that the families know what we've been working on and why some pieces are incomplete.
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