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READING: AN ESSENTIAL INGREDIENT
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In our first grade classroom, the "recipe" we use for
reading and writing is known as a balanced literacy approach.
Because first-graders are developing their literacy skills at
different rates, this approach allows the teacher to develop
instruction that meets the various needs of the students.
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We read ALL of the time in first grade, and each day children
have the opportunity to choose books from the many titles in our
classroom. In addition, several times a week we have BEAR time
(Be Excited About Reading). During the silent reading portion of
BEAR time, each child can choose books to read on his/her own
independent reading level. In our classroom, we have
HUNDREDS of titles available, from predictable books to
decodable books to easy readers to chapter books! The books
are housed in areas all around our classroom. Most books are
sorted by level into colored bins, so that a child can be directed
to choose a book from a leveled bin to meet his/her reading
needs.
When the quiet reading period is over, children are given several
jobs to complete independently, and then are permitted to
choose from the various literacy center choices available in the
classroom. During this period, the "heart" of the balanced
literacy approach takes place. The teacher meets with several
groups of children who are working at approximately the same
reading level. With these groups, the teacher will have a guided
reading lesson, introducing a new book as well as skills and
strategies to promote reading. During this guided reading group,
the children are "guided" through the story and then are
permitted to read the story in a "whisper voice" so that the
teacher can listen in. Dated anecdotal records are also kept,
indicating the level of books read, ability of the child, and areas
focused on during the lesson. Before each conference ends, the
children place the book in their reading take-home book bag to
practice at home. Rereading the text helps the child gain in
fluency. In addition to the child's current book, there are also
books from previous days. Please encourage your child to
re-read these books for fluency. You might think that they have
"memorized" the book and are no longer reading it, but our goal
here is for them to hear themselves as fluent readers.
WRITING
Another key component to our first grade language arts program
is the writer's workshop. At least once per week, the children
will be working on various forms of creative writing. Early in the
year we focus on the retelling of stories in sequence, and the
concepts of full sentences and beginning, middle and endings. As
the year progresses, we work on other types of writing as well,
including non-fiction and letter writing. Writer's workshop usually
begins with the reading of a story which ties into the writing topic.
Following this is often a mini-lesson on the mechanics of writing,
and skills such as punctuation are addressed. Before the actual
writing takes place, the teacher and students may develop a
"word bank" for the particular writing assignment. The teacher
writes down suggestions from students as to words that they
think they may need to write the story. In addition, the children
have the word wall to use in their writing, which is a collection of
basic sight vocabulary.
As the children are writing, the teacher circulates among the
students, giving individual assistance. It is also important to note
as well that phonetic spelling, also known as inventive spelling, is
still widely used in first grade, and therefore quite acceptable.
Samples of writing are collected throughout the year, and shared
with family members through our website, shared with other
students on our bulletin board and eventually all writings will go
home with the student at the end of the year.
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