The primary literacy series used by the Poudre School District is the Macmillan/McGraw-Hill Treasures reading program. Treasures is a series rich in phonemic awareness (how letters and sounds work together). While this may seem too easy for some children, it is essential that children gain a strong base in phonemic awareness. I will teach the skills taught in this series along with many of the stories from the anthology books. (The stories found in the anthology books are written on an instructional first grade level, and some children are not ready for that type of literature, while others might be passed that level.)
Each child is an individual and I intend to meet their developmental needs as best as I can. Therefore, I will also use leveled sets of books which will be closer to the student’s individual readability.
My focus is to encourage children to enjoy reading, which is accomplished by understand what they are reading and to read more fluently. In order to meet the varied needs of the children, I have many different levels and types of reading material in my classroom. The children are placed in groups based upon their skill needs and level of reading. These groups change often depending on the child’s progress in reading. Please keep in mind that first grade children develop at different rates
Take Home Nightly Reading:
Learning to read is such an important part of our first grade curriculum. Research has proven that children learn to read by reading! The more they read and discuss what they read, the better readers they will become. Therefore a large part of how successful your child will be in reading depends on practicing at home on a nightly basis! Every night, your child will be bringing books home in a Ziploc bag. They will keep the same books 2-3 nights. This book bag is to be returned daily to school. The book inside is at your child’s independent or just right reading level (the level at which your child can read most if not all words in this book with ease). Reading these just right books several times increases your child’s fluency level as well as their confidence level. I know it can be repetitive and boring for a parent to listen to the same book over and over again but it is one of the most important things you can do for your child at this stage of their reading ability. Hang in there, the books will get more interesting and you will marvel at how well your child is reading! I am asking that they read for 15 minutes every night to an adult. This 15 minutes, at the beginning of the year, could include the time you read to them. Please remember to record the nightly reading, by marking off the date and initial the square of the reading log calendar. This is very important as it is my way of eliminating causes of why a child might not be progressing as they should. Please trust me on this, it does make a profound difference in a child’s learning to read to practice every night! Please find a time when you and your child can sit down together and share this event. (Right before your child goes to bed is not a good time for him/her to read to you, please reserve this time for you to read to them.)
Together, I know we can provide the best literacy foundation possible and to nurture a life-long love and enjoyment of reading for your child!
These are the reading strategies we use in our classroom to help your first grader when he/she is having difficulty reading a word. When reading at home and your child is having difficulty reading a word, give your child time to try the following strategies before giving him/her the word:
When your child says a word that does not make sense, have your child LOOK at the picture, THINK about what is happening in the story, and ASK does that make sense, then try the word again.
Have your child POINT to the word, and starting with the beginning letter, FIND and SAY the sound parts of the word - STRETCHING it out slowly. REREAD the word and then the sentence.
LEAP over the word and read to the end of the sentence. Then try the word again.
Remember to always praise your child for his/her effort. If your child is unable to figure out the word using the cues, supply the problem word, but have your child reread the This is the level which a child is reading at independently. This is the level of books that your child should be reading at night to you. They read at an instructional level with me in their guided reading group and may stay at an instructional level for a long time. I also do many whole group reading activities which gives the struggling readers a model to learn from. sentence again now knowing the correct word.
Parents are always asking, and rightfully so, if their child is where he/she is suppose to be with their reading. Remember, the goal is to be reading at grade level at the end of first grade and many times it takes some students most of the year to get there. The just right level for your child is when your child is assessed on his/her reading ability, and demonstrates a reading accuracy of 95% or above and is able to verbally give information back about what he/she has read, he/she is moved to the next level.