Our first grade readers added more “tools” for solving tricky words to their reading strategy tool box this week! One of our new tools is to read our words part by part. If we slowly say each part, a really long word with lots of syllables isn’t as tricky anymore. (j – ump – ing = jumping)
We also practiced using words we know to help us figure out new words. If we already know a word like will, we can use part of the word will to help us read a new word: thrilling.
We found that to figure out some words in our books, we need to try many different vowel and consonant sounds until the word makes sense, looks right, and sounds right! Sometimes there are so many sounds to try, but we won’t give up!
Finally, we realized that there many words in our books that we know in a snap from practicing all our sight words this year. We practiced reading familiar words quickly, instead of saying each sound, because we know them so well.
Our first graders have been loving the Zelda and Ivy: The Runaways book that we’ve been using to practice with all of our new reading tools. If you are looking for a new series to read, definitely check these books out!
This week our readers practiced some new strategies to help “triple check” that our words are correct.
We learned that readers are always thinking about the story. Sometimes when we are stuck on a tricky word, thinking about what’s happening in the story will help us figure out a word makes sense, looks right, and sounds right.
We also learned that the words in our book should fit together like a puzzle and should “sound right” when we read them. As we were solving tricky words together, we often asked, “What word fits in this sentence?”
Partner time is our favorite part of readers workshop!!! We LOVE coaching our reading partners and figuring tricky words together each day. Way to go, first graders!!! Keep being the BOSS of your reading!!!
During our reading time this week, we worked on being the BOSS of our reading! If we’re being the boss of our books, when we get to a tricky word we know we have to STOP and try something to fix it. If that doesn’t work we can try another strategy!
Finally, when we think we figured out the word, we do a triple check to make sure the word: makes sense, sounds right, and looks right!
In reading this week, we wrapped up our nonfiction reading unit! We continued to work on sounding like experts when we read aloud.
We learned that sometimes readers put on their writing glasses and read a book thinking about the cool and interesting features that the author put into the story. We noticed that the author of our Owls book, Mary R. Dunn, used number words, shapes, colors, sizes, and even examples to teach us about owls. We realized that we can do this in our nonfiction writing too!
We continued to notice keywords in our books and even made a list of keywords about our topic. We tried to use these words when sharing with our reading partners to sound like experts.
Finally, we talked about using our bodies to bring the book to life. We used our arms and faces to act our what was happening in our nonfiction books. This was so much fun!!!
We loved reading nonfiction books!!! Our next unit will focus on more strategies for figuring out tricky words, sounding like fluent readers, and making sure we understand what we read.
This week in reading, we worked on READING ALOUD like an EXPERT. To read aloud like an expert, we needed to watch some experts in action. So, we watched a clip of the Kratt Brothers, from the show Wild Kratts. We learned that we can do what Chris and Martin do – change our voices to show the important parts in our nonfiction books.
We searched through our books for the most fascinating parts that are worth sharing with others, so we would be ready to stop and talk to our partners.
We also practiced reading with feeling to match what was happening on each page.
Our fluency was AMAZING!!!
This week in reading, we continued to work on figuring out the tricky words that “stop us in our tracks” as we read our nonfiction books. We learned to crash the parts of a word together when we encounter a tricky word. For example, we say can say each part: ex – er – cise and then crash the parts together: exercise. Another strategy we learned is to do a S-L-O-W check, by running our finger slowly under the word, to make sure it looks right and sounds right.
We also started thinking about the meaning of the words in our books. When we are reading our nonfiction books we are learning new words about our topics. When we get to one of these new words we can try the word the best we can and then describe what it might mean. We had lots of fun telling about some of our new words and having our classmates guess what the word might be.
We added to our How to get SUPER SMART about NONFICTION topics chart this week too. We learned that keywords are words that are used over and over to teach about our topic. We worked on finding keywords in our books and sharing everything that we know about these words.
Our first graders are becoming experts on so many topics!!!
This week in reading, we continued our focus on habits of a good reader to become SUPER SMART about NONFICTION topics. We worked hard to think about the facts that we had learned while we were reading and spent time sharing them with our classmates. To make sure that we were sharing facts in a way that would be interesting to our friends, we practiced reading them smoothly, trying our best to sound like a teacher or a news reporter.
We also began to review different ways to figure out tricky words in our nonfiction books.
This week in reading, we focused in on habits of a good reader to become SUPER SMART about NONFICTION topics. We worked at finding nonfiction books that are at a level we can read most of the words and then practiced taking a sneak peek to see what we could learn about the topic, before we even read the words.
We worked hard to s-l-o-w down our reading and really pay close attention to each page and the words and pictures that help teach us. We used what we learned from one page to help us predict what else we might learn in the book. And, we spent a lot of time sharing what we had learned (in our own words).
We spent some time this week reviewing our read to self routines in our new reading spots. The kids fell right back into the swing of our workshop.
We began a new unit of study focused on nonfiction books. The kids are so excited to dig into this section of our classroom library. This past week, we read books about owls and the first computers (books from my Donor’s Choose project). It has been fun to see the kids getting excited to share their learning with the class.