the day your child will be exposed to various forms of reading
Direct Reading Instruction: This will be done as a whole
group where your child is exposed to the conventions of print, word
study, comprehension strategies to use when reading and listening to a
story, phonics and continuous practice of their high frequency words. I
will read stories aloud to the students and model comprehension
strategies such as predicting, inferring, and summarizing. I will also
show the students what to do when they come to words they do not know.
Through this continuous modeling as a whole group and individual
instruction your child will develop into an independent reader.
As part of this core
reading program, there will also be
ongoing formal and informal assessments throughout the year to help
guide our instruction to best meet your child’s needs.
Guided reading is an
extremely important part of First grade. This is the time of day when
your child will receive intense small group instruction in reading. Your
child will be placed in small group of students who are reading on or
about the same level. This is where they learn to apply comprehension
strategies, build their sight vocabulary, and advance through higher
levels* of materials as the year goes on. As your child’s ability
changes so will their grouping. This is an excellent opportunity to
work individually with your child to build upon their strengths and
weaknesses. With your continuous reading support at home as well as in
school, your child will acquire a love for reading, will become more
comfortable taking risks and motivated to read on their own.
INDEPENDENT READING: At different down times throughout the day
your child will have the opportunity to read a book from the table book
box or library. This time will usually occur when they have completed
their task and are awaiting for their classmates to finish, when buses
are being called, and or during indoor recess.
the Leveled Readers:
A student entering
First grade should come in with a sight word vocabulary of approximately
50 words. They should be reading a Level C book. This
level-type of book includes repetitive language, high frequency of
common sight words, and pictures that are very supportive of the text.
Text may be: I can clean my room, I can wash the dishes, I can make my
By December of First
Grade, a child should be reading on or about an E level.
Characteristics of this book include: more words on a page, use of
quotation marks, more difficult vocabulary, some pictures and limited
patterning of text. A child who is able to read at this level, has
developed a strong sight word vocabulary which enables them to attempt
more difficult words and they do not have to rely as much on the
At the end of First
Grade, a child should be reading at around an I/J level. A book
at this level requires the students to flexibly and independently use
their comprehension reading strategies to decode unfamiliar text and to
make sense of what they are reading. Books at this level include
titles such as “Amelia Bedila, Young Cam Jansen, and “The Frog and
Throughout the year
you will be given notification of the approximate level your child is
reading on. This level will be their instructional level. Which
means it is the level of book that your child is being instructed upon:
can read but needs some guidance. This is not to say you are not read
stories that are above or below this level with your child. Typically,
your child will be able to comprehend stories at much higher levels than
they are capable of reading.
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