Classroom Practices For Supporting Early Literacy Instruction in tcrsb
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Grade Two Reading Benchmarks
TCRSB Instructional Reading Expectations (Reading with 90- 94% Accuracy) Grade Two Important: These are instructional targets only. Not all students will reach these benchmarks with their classmates, but all students can learn to read. In order to make progress as readers, all students must receive reading instruction at their own instructional reading levels. During independent reading time, students read texts that are at their independent level (easy text).
Independent Levels are achieved when students read with 95-100% word accuracy, fluency, and comprehension. When the highest independent level for a reader is determined, teachers should use this information to determine the appropriate instructional level (approximately one level above). Suggested Guidelines for Grade Two Reading Level Progression (for reporting) Please Note: Teachers who choose to use these suggested guidelines need to consider the following: The letter grade (A,B,C) is based on: The instructional reading level with comprehension The student’s demonstrated comfort with Grade One Reading Benchmarks Both must be considered when assigning a grade.
Grade Three Reading Benchmarks
**High Frequency Words for Grade Three can be found in Comprehensive Literacy Resource for Grade 3-6 Teachers, by Miriam Trehearne on page 531 Indicators of Comprehension in Grade Three: Identifies and records the genre of text Writes summaries that reflect literal understanding of a text (determining importance) Predicts, supported by evidence, what will happen next in a text or what a character will do (inferring, connecting, synthesizing) Represents the important ideas expressed in a fiction text and includes details that show character traits (determining importance) Infers a character’s feelings, and motivations and includes evidence from the text to support thinking (determining importance, inferring, synthesizing) Relates awareness of author’s underlying message (inferring) Questions to gather information and to clarify what has been read ( questioning) Lists significant events in a story or ideas in an informational text (determining importance, synthesizing) Illustrates awareness of sequence, compare/contrast, cause/effect (synthesizing) Uses both prior knowledge and evidence from text in responses to texts (connecting, synthesizing) Identifies and uses new vocabulary appropriately from text (synthesizing) Writes opinions about a text and supports them with specific information or reasons (synthesizing) Uses a variety of graphic organizers that show relationships among different kinds of information or that connect more than one text (timelines, webs, comparisons etc.) (connecting, inferring, determining importance, synthesizing) Interprets or responds to illustrations (inferring, synthesizing) Monitoring comprehension means: Being aware of what is understood Being aware of where and when understanding breaks down Using appropriate fix-up strategies to restore comprehension (Trehearne (3-6) p. 109 TCRSB Instructional Reading Expectations (Reading with 90- 94% Accuracy) Grade Three Important: These are instructional targets only. Not all students will reach these benchmarks with their classmates, but all students can learn to read. In order to make progress as readers, all students must receive reading instruction at their own instructional reading levels. During independent reading time, students read texts that are at their independent level (easy text).
Independent Levels are achieved when students read with 95-100% word accuracy, fluency, and comprehension. When the highest independent level for a reader is determined, teachers should use this information to determine the appropriate instructional level (approximately one level above). Suggested Guidelines for Grade Three Reading Level Progression (for reporting) Please Note: Teachers who choose to use these suggested guidelines need to consider the following: The letter grade (A,B,C) is based on: The instructional reading level with comprehension The student’s demonstrated comfort with Grade One Reading Benchmarks Both must be considered when assigning a grade.
Writing: A comprehensive writing program in Grades Two and Three should include attention to: Modes of Writing – expressive, poetic, transactional Forms of Writing – journals, stories, reports, logs, poems, procedural text, persuasive text etc. Traits of Writing – ideas, organization, voice, sentence fluency, word choice, conventions Time: 30 – 40 minutes, daily Writing not only helps to develop students’ skills in phonological awareness, phonics, and word work, but it also helps to improve their thinking and their comprehension. Trehearne (3-6), p. 223 We want our readers to make sure what they read makes sense, sounds right, and looks right. We also want our writers to make sure what they write makes sense, sounds right, and looks right. (Johnson and Keier, p. 90) Teachers in Tri-County Regional School Board are encouraged to use a workshop model of instruction. In keeping with this model, each lesson in the Writing Workshop should typically begin with a mini lesson. This short, focused lesson allows the teacher to instruct the students in concepts such as the writing process, craft, traits etc. and often begins with the reading of a picture book (anchor text). It is important to ensure a balance of fiction and non-fiction. Read-Alouds, and the student responses they generate, help to develop a community of learners. In addition, there is no better way to teach the craft of writing than through examining and enjoying literature and other texts. Students learn any craft or skill, such as riding a horse or playing the violin, from examining the strategies used by the experts. Learning to write follows the same process. (Trehearne (3-6) p. 232)
Using think-alouds, teachers can demonstrate: Conventions How to find a word on the word wall or chart How to reread to make sure that the writing makes sense How to create a good lead How to make good word choices How to vary sentence length How to come up with good ideas How and when to create a good title How to revise (Trehearne (3-6) pp. 233-234)
Directory: lrs -> Important%20Documents lrs -> Reader Description lrs -> Analyzing the temperature and mineral composition of the Olympus Mons, the Valles Marineris Important%20Documents -> Classroom Practices For Supporting Upper Elementary Literacy Instruction in tcrsb lrs -> Lab Instructions Lab 4, due 7: 00 pm October 6, 2008 ees5053/geo4093: Remote Sensing, utsa student Name lrs -> Lab Instructions Lab 3, due 5: 30 pm September 25, 2007 ees5053/ES4093: Remote Sensing, utsa student Name Download 414.71 Kb. Share with your friends:
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