Don Callejon School Library

Teacher 2nd Index

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Reading Rockets Author Video Interviews

This site includes a series of author interviews--just snippets that can be used in introducing a new books, etc., a plethora of articles on helping children become good readers--based on research. This is an excellent site for new ideas.

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Reading Standard 2.1

Reading Habits

A)  Frequency and Variety of Reading

·  Reads one to two short books or long chapters daily from a variety of genre

·  Reads or is read aloud good children’s literature

·  Reads with peers voluntarily

·  Discusses, interprets and paraphrases themes and points of view

·  Begins to notice different writing genre

·  Rereads books to gain deeper comprehension and knowledge of author’s craft

·  Reads functional and instructional messages seen in classroom and outside school

·  Listens to and discusses text that is longer and more difficult than independent reading level

B)  Literature

·  Reads worthwhile literature to model the language and craft of good writing

C)  Discussing (Listening and Speaking)

·  Demonstrates skill in using comprehension strategies

·  Recognizes and compares genre features and themes

·  Summarizes and challenges thoughts they hear from others in regards

Between the Lions

This PBS site contains a set of easy stories that can be read online at home or at school. There are activities after each story. Might be good for parents also.

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Reading Standard 2.2

Getting the meaning

A)  Accuracy and Fluency

·  Reads fluently at grade level  with 90%  accuracy

·  Uses the cues of punctuation to guide fluency and comprehension

B)  Self Monitoring and Self Correcting Strategies

·  Uses self monitoring/self correcting strategies for meaning/structure/visual

·  Knows when he/she does not understand

C)  Comprehension

·  Demonstrates comprehension on grade level text of a variety of genre

·  Uses schema, questioning, predicting and inference (cause and effect) strategies

·  Discusses organizational structure of a text

·  Understands use of character and plot

·  Interprets information from diagrams, charts and graphs

·  Discusses and writes about the themes of a book

D)  Vocabulary

·  Learns new words from reading and talking

·  Understands and explains common antonyms and synonyms

·  Knows the meaning of simple prefixes and suffixes

·  Knows how to talk about what nouns mean

·  Identifies simple multiple-meaning words

·  Recognizes unfamiliar words and uses a variety of strategies for making sense of their use

Proficient Reader Strategies: Nine Goals

This site has excellent mini-Lessons and examples of the reading strategies of connecting, summarizing, inference, synthesizing, visualizing, etc. Booklists for the mini lessons are included.

Into The Book Reading Strategies

Wisconsin Educational Communications Board’s “Into the Book” Web site features video lessons for each comprehension strategy and assessment rubrics.

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Reading Standard 2.3

Print-sound Code

     Decoding and Word Recognition

·  Reads regularly spelled one and two syllable words automatically

·  Recognizes or figures out most irregularly spelled words

·  Identifies and correctly uses regular and irregular plurals

·  Recognizes common abbreviations

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Writing Standard 2.1

Writing Purposes

and Resulting Genres

     Frequency and Variety of Writing

·  Writes daily

·  Uses stages of the writing process

·  Applies some commonly agreed-upon criteria to self evaluate work

·  Polishes at least 10 pieces throughout the year

Book Buddy Biographies: Intermediate and Primary Students Working Together

Book Buddies is a program which pairs up a child from a primary class and a child from an intermediate class. Using the Book Buddy introduction is a great way to break the ice when meeting for the first time, and the Book Buddy Biography is an important introductory activity to achieve that.

In this lesson, students create a personalized biography for their reading buddy, and each child is the author, illustrator, and editor.

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Writing Standard 2.2

Writing Purposes

and Resulting Genres

A)  Narrative Writing

·  Describes where to begin within a sequence of events

·  Develops a believable world and introduces characters using specific details

·  Employs the use of dialogue effectively

B)  Informational Writing

·  Gathers information pertinent to a topic

·  Creates an organizational structure, includes a concluding sentence and excludes extraneous information

·  Elaborates on ideas, insights or theories

C)  Functional Writing

·  Shows the steps in action with enough detail to follow the steps

·  Includes relevant information

·  Uses language that is straightforward and clear

D)  Producing and Responding to Literature

·  Writes stories, memoirs, poems, songs, and dramas

·  Retells and discusses stories, songs, poems and other literary works

·  Expresses an opinion in response to literature

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Writing Standard 2.3

Language Use and Conventions

A)  Style and Syntax

·  Uses all sentence patterns typical of spoken language

·  Incorporates transition words and phrases

·  Uses author’s writing as a model to embed literary language

B)  Vocabulary

·  Uses a full range of words from speaking vocabulary including newly learned words

·  Extends writing vocabulary by using specialized words related to the topic

C)  Spelling

§         Uses correct spelling patterns, rules and strategies

§         Spells most high frequency words correctly

§         Engages in the editing process to correct spelling errors

D)  Punctuation, Capitalization

·  Begins to internalize specific rules for punctuation (i.e. use of capitalization, end punctuation, commas, contractions)

·  Approximates the use of quotation marks

E)  Penmanship

·  Prints legibly and spaces letters, words and sentences appropriately

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