This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.

1. Parent Reading
Information Night
First Grade ~ Kirby’s Mill
September 30, 2014

2. Welcome Parents

4. Reader’s Workshop
Philosophy

The basic philosophy behind the Reading Workshop is to allow
students to spend an extended amount of time reading authentic
texts that interest them on a daily basis and to provide
opportunities to talk about literature. The ultimate goal of a
Reading Workshop is always to develop life-long passionate
readers.

5. Reader’s Workshop

Reader's Workshop helps children develop strong reading
skills through the use of a mini-lesson, shared reading, read
aloud, conferencing, independent reading, paired reading,
literature response, and a time to share what they have read.

8. Creating a Climate for Reading
Find a quiet, comfortable place to read
Provide different types of reading materials
Be sure your child sees you reading
Read aloud to your child
Reread favorite stories
Talk about what you and your child read

9. Read Everything
Rebus Books
Predictable Books
Rhyming Books
Poetry Books
Sing Along Books
Easy Reader Books
Cereal Boxes
Comics
Highway Signs

10. Ways to Practice Reading
Pair Reading
Echo Reading
Choral Reading
Reading Aloud
Reading Silently

11. Guided Reading
What does Guided Reading Look like?
A small group of readers (4-5 students)
About 20 minutes long
Teachers instruct students on their instructional level.

12. Grouping Students and Assessment
Students are grouped with others students that are on their
instructional reading level and that have similar reading
behaviors.
We use the Fountas and Pinnell Benchmark system to identify a
student’s instructional reading level.

13. Our Reading Strategies

14. Pace of Levels
First grade levels – D-J
Through these levels instruction focuses on decoding and
comprehension.
At some levels decoding is not the main focus and the
comprehension piece become center stage. The author’s
purpose and genre are acknowledged.
How does the author show passage of time?
What is this genre? How do you know?
What are some details that help you get the big ideas in the
book?
What language does the author use to establish the mood or
tone of the story.

15. Understanding of the Text
Response Logs
Some students will be responsible for responding to the
prompt in the response log.
Sticky Note Responses
All students will use the Sticky Notes to check for
understanding a respond to the text

16. Prompts for Making Connections
Text to World
Does this remind you of anything going
on in our neighborhood?
Remember when we visited…
Text to Text
Does this remind you of another story?
What do these characters have in
common?
Text to Self
Has this happened to you?
Do you remember when…

17. Word Study
Phonological Awareness: Students will learn to blend,
segment, and manipulate sounds in words.
Phonemic Awareness and the Alphabetic Principle: Tap and
sweep each sound /m/ /a/ /p/. Later in the year we move
away from tap and sweep
Sound Mastery: Co-articulation of sound- For example the
letter is not /tu/ but /t/
Forming Key Linkages: Letter name, formation, and sound
becomes automatic

18. Alphabet Chart

19. Word Study continued…
High Frequency “Trick Words”- Students will learn 107 trick words,
not including those reviewed from Kindergarten. These are words
that are used frequently in the English Language and need to be
recognized and spelled quickly. These are words that are found on the
word ring.
Fluency- Students do echo and choral reading of stories to develop
fluency.
Spelling, Punctuation, and Capitalization
Spelling- Fundations focuses on letter/sound association. Students are
expected to spell the words correctly
Punctuation and Capitalization-Students learn the beginning concepts of
punctuation: Capitals and Punctuation

20. Target Skills
Target Skills are supported through Read Alouds
Beginning, Middle, End
Main Idea
Cause and Effect
Author’s Purpose
Compare and Contrast
Drawing Conclusions
Making Inferences
Graphic Features

21. KMS Library
Children come to the library once a week for a formal library
lesson and the opportunity to get new books. They may
check out two books this year.
With a five day program, children can come to the library
each day to get a new book. They do not have to wait for
their weekly lessons. A new book every day!
First graders will also come to the library for collaborative
lessons to support the first grade curriculum.
Habitats
“Just Right” books
Writing All About Books

22. Library Books
The Library is “Real World” - Not a leveled library
We gradually open up library sections to our K-5 students.
Junior Nonfiction, Early Reader books, Picture books
Some books will be
Read To Me
Read with Me
Listen To Me Read
Prompting Sheet
7 Keys of Comprehension

23. At Home Reading Prompts

24. Questions?