Saturday, February 17, 2018

Saturday, February 10, 2018

Book Buddy Volunteer Program

Do you have spare time in your day and want to use it purposefully?

Do you have a passion for helping all kids be successful readers?



If you have answered yes to both of those questions, then you are the perfect candidate for being a BOOK BUDDY!!!

What is a book buddy you ask? A book buddy is an adult volunteer who works with a student once a week (or more) on his/her reading skills.

Mrs. Cooprider provides a lesson plan and all materials for you to follow.

Please email her at hcooprider@iwcs.k12.va.us or call her at the school @ 242-4193 to sign up!

Read Across America Week


Windsor Elementary will be celebrating Read Across America Week during February 27th and March 2nd! This is also Dr. Suess' birthday week so it will a wild, festive event with lots of fun! Be on the lookout for more information soon. 

 

Sunday, January 28, 2018

ARC FAQ

Grades K-3 participate in a reading program by American Reading Company. Here are a few frequently asked questions and answers! :) 

American Reading Company (ARC) FAQ Sheet

1.    Is homework really just reading?
Teachers communicate the Power Goal with a tangible strategy for the goal to be practiced. Student should be able to communicate the goal to the parent. Examples of these strategies may include…
·      Word sort provided by teacher
·      Word hunts -- Student will seek out targeted phonics skills in her/his reading and write them down (for example, prefixes/suffixes. long-vowel words kit vs. kite)
·      Power Word flashcards provided by teacher
·      Power Word games provided by teacher
·      Reading a variety of genres and discussing their qualities
·      Using context clues to figure out the meaning of new vocabulary words

2.    How do I know what my child should be able to do at each level?
The ARC Skills Card details what a student should be able to accomplish at each level; the card should be located in the student’s reading folder.  ARC provides additional information for levels 1 Yellow through 2 Blue at www.americanreadingathome.com.

3.    Why is my child bringing home books that are so easy to read?
Each child is working at his independent reading level, where he needs little-to-no assistance, making it easier to practice the skills/strategies given by the teacher.  Once the student has demonstrated proficiency to the teacher, he will be moved up to the next level.

4.    I’m not seeing much coming home, so what is my child learning in school?
For grades 1 through 3, during the daily reading block, the independent reading portion is 30 minutes. These are the four units for the year:
·      1st unit: Setting up routines; initial determination of reading level; focus on grammar and composition
·      2nd unit: Reading and writing informational text on a student-selected topic; in conjunction with grade-level standards, the students are taught how to find answers to questions and how to effectively communicate their findings. 
·      3rd unit: A study of story elements (for example, character, setting, problem and solution, etc.); students will craft a story of their own depending upon the grade level’s genre.
·      4th unit: A study of persuasive writing through researching a non-fiction topic and taking a stance on it through writing; because each week of instruction adds to the cumulative end-of-quarter product, traditional worksheets won’t be coming home.

5.    Why does it seem that my child is memorizing a lot of words?
To establish a foundational reading and writing vocabulary, students are expected to know key words by sight; these words fall under one of two categories:
·      Tricky Words are commonly used sight words and cannot be easily decoded using phonemic strategies (for example, laugh, pretty, great, night, friend, etc.).
·      Power Words are high-frequency words (and, the, boy, give, your, etc.).

6.    What about spelling?
As students work through those levels that primarily focus on reading high frequency words (1G-2G), they also focus on spelling those words accurately in their writing. This shared focus across reading and writing accelerates student mastery of each level and allows students to move through the levels more quickly. As those students progress to decoding one-syllable words (at 1B), they practice applying the skill of chunking (learned through reading) to their writing in order to spell one-syllable words accurately. In this way, students learn a transferable skill for spelling rather than memorizing the spelling of specific sets of words.


A Typical Day in Language Arts Instruction
Morning Meeting 
The teacher welcomes the students and sets the focus for the day.  Grammar, spelling, and Power Words will all be addressed during this aspect of the language arts block.
Mini-Lesson/Interactive Read-aloud
Students listen to on-grade level or above-grade level text being read aloud and then process ways to apply the daily focus to this piece of writing.
Readers’ Workshop
·      Independent Reading time: While students are reading independently and practicing their Power Goals, the teacher is meeting with them individually to further their individual reading progress.  This one-on-one time may be a status check of comprehension skills, phonics skills, or sight words proficiency.
·      Research Reading: Grade-level text is read and students are taught a necessary grade-level skill, following the focus set for the day.  They learn how to gather necessary information that supports the focus.  Students then get time to apply this new strategy to their reading.
Writers’ Workshop
The teacher models how to take the information the students have learned and communicate it through writing.  Spelling, grammar, and other skills are woven into this instruction.  Students then practice this learning with their own information that they found when reading.


Visit americanreading.com/products/100bc/faq/ for more answers.

How to Find Books for My Child to Read

Sometimes it is hard to find just the right books for our kiddos to read! Here are a few good resources:



1) Reading Rockets is a GREAT resource for reading! It has tons of information...but here is an article all about how to select books for your child to read.


http://www.readingrockets.org/article/selecting-books-your-child-finding-just-right-books


2) This article talks about P.I.C.K. How handy is that?

http://www.scholastic.com/parents/blogs/scholastic-parents-raise-reader/help-kids-to-pick-right-books

3. I have always loved Common Sense Media. It gives me real reviews for books, movies, and TV shows that I wonder if they are appropriate for my daughter to watch or read. https://www.commonsensemedia.org/book-reviews# OR https://www.commonsensemedia.org/guide/essentialbooks

4. Here is an article called "How to Raise a Reader" because isn't that what we all want as parents?
https://www.nytimes.com/guides/books/how-to-raise-a-reader

5. Finally, this post talks all about practice tips to raise that reader from a home library to reading widely. http://www.startwithabook.org/great-kids-books