Reading
CENTERS:
I believe that reading groups are an important part of teaching reading as well as having students work cooperatively with their classmates while completing different assignments. This is why I implemented reading centers in my fourth grade classroom. Students are required to complete different assignments at these centers while I conduct meetings with different reading groups. I meet with each group one time per week and students complete six different center rotations in all. Students are placed into reading groups depending on their reading level. Students mainly focus on vocabulary building, spelling, and writing when working in their small groups however we also rotate activities in science, social studies, handwriting, and math as well.
Students work in groups of 3-4 at each center. Each center lasts about twenty minutes. Activities include puzzles, games, problem solving and critical thinking exercises, and independent skill builders. It is usually up to the student to choose which activity to complete at each center and it is their responsibility to stay focused and on task for the allotted time given.
BOOK STUDY:
As a way to get my students more motivated about reading, I created a book study in place of their regular reading textbook. The book studies went hand in hand with my reading centers. We focused on six different books written by world renowned author Avi and each reading group was required to read and become an expert on one of them. The book study lasted for eight weeks.
Requirements for the book study included:
To end the unit, students skyped with the author himself and asked him questions about the book they read and what it is like to be an author. They also completed a final book study project which was a puppet show for pre-kindergarten to third grade students about the books they read. Students wrote their own skits, made their puppets, and illustrated a background for the scene they were portraying.
With such success during the first book study, I incorporated a second book study which paid attention to different Newbery Award books. I used the same requirements as the previous book study. As a final project, students created advertisement booklets and wrote a book review that was filmed as a way to get other students in our school interested in reading these books.
As a way to get my students more motivated about reading, I created a book study in place of their regular reading textbook. The book studies went hand in hand with my reading centers. We focused on six different books written by world renowned author Avi and each reading group was required to read and become an expert on one of them. The book study lasted for eight weeks.
Requirements for the book study included:
- Read a section of the book each week
- Answer comprehension questions pertaining to the section read
- Define specific vocabulary words found in their book
- Complete the reading job assigned for that week (discussion leader, quiz maker, summarizer, connector, or illustrator)
To end the unit, students skyped with the author himself and asked him questions about the book they read and what it is like to be an author. They also completed a final book study project which was a puppet show for pre-kindergarten to third grade students about the books they read. Students wrote their own skits, made their puppets, and illustrated a background for the scene they were portraying.
With such success during the first book study, I incorporated a second book study which paid attention to different Newbery Award books. I used the same requirements as the previous book study. As a final project, students created advertisement booklets and wrote a book review that was filmed as a way to get other students in our school interested in reading these books.
READING COMPETITIONS
Throughout the year, I have different reading competitions for students to complete. Each quarter the requirements change to make it more fun and exciting for the students. We start off the year by trying to read a specific number of pages together. Then in Quarter 2, we set individual goals. Students will choose a certain number of pages they believe they can read in a 9 week period. In Quarter 3, we compete against a different grade in the school to see who can read the most number of pages. Finally, at the end of the year, students are required to come together as a class once again to see if they can double their goal from Quarter 1.
Each quarter there is a prize for those students who partake in the reading competition and those who reach their reading goal. Prizes included a reading party where students were able to bring slippers, stuffed animals, pillows, and their favorite books for a day of reading in the classroom, an ice cream social where students got to choose ice cream toppings depending on how many pages read, and a water balloon party. A bulletin board in the room kept track of the our reading.
Throughout the year, I have different reading competitions for students to complete. Each quarter the requirements change to make it more fun and exciting for the students. We start off the year by trying to read a specific number of pages together. Then in Quarter 2, we set individual goals. Students will choose a certain number of pages they believe they can read in a 9 week period. In Quarter 3, we compete against a different grade in the school to see who can read the most number of pages. Finally, at the end of the year, students are required to come together as a class once again to see if they can double their goal from Quarter 1.
Each quarter there is a prize for those students who partake in the reading competition and those who reach their reading goal. Prizes included a reading party where students were able to bring slippers, stuffed animals, pillows, and their favorite books for a day of reading in the classroom, an ice cream social where students got to choose ice cream toppings depending on how many pages read, and a water balloon party. A bulletin board in the room kept track of the our reading.