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you are here:   Miller  >>  Classroom Pages  >>  Palczewski, Mrs.  >>  Reading


Reading (Daily 5)

The Daily 5 Program
The 2 Sisters Boushey & Moser

Read to Self
The students will choose "good fit" books and read independently at least 30 minutes a day.

Work on Writing
Students will practice writing everyday and meet with me to help them decide what they need to improve on.

Read to Someone
Partner reading allows for more time to practice reading and helps to build fluency, check for understanding.

Word Work
We will not be using this one right away.

Listen to Reading
We will be doing this more during our center time as I do not have enough stereos for a few kids to do this at the same time.

I PICK "Good Fit Books"
The students are taught from day one about how to choose books that are just right for their reading level. They are called "Good Fit Books". This is a hard task to learn, but we work on it almost everyday.

1.I pick a book
2.P urpose (What's my purpose for choosing this book? )
3.I nterest (Does this book interest me?)
4.C omprehend (Can I comprehend what I'm reading?)
5.K now (Do I know most of the words?)

Three Ways to Read a Book
1. Read the pictures
2. Read the words
3. Retell the story

Check for Understanding
This is a comprehension strategy that teaches children to stop frequently and check, or monitor, if they understand what they are reading.
Often as beginning readers, children are so aware of reading accurately that they forget to take time and think about what they are reading, checking to see if they understand the text. Advanced readers can develop the habit of reading through the text without monitoring if they were aware of Checking for Understanding as beginning readers.
This vital strategy is not only one of the first we introduce, but is also one we model frequently throughout the year.
When students are Reading to Someone, one partner holds a wooden or foam shape check mark. This helps them to remember their job of listening and retelling what their partner just read. Then they switch, the other student reads as their buddy holds the check mark and this time they "check for understanding".

Book Boxes
Each student in my room will have their own book box. Each book box has a student's number sticker on the front so they can find their box easily and put back where it belongs. Their book box will hold all the "Good Fit Books" they have chosen.

Building Stamina
Stamina seems like an unusual word for a 2nd grader, but we will be using it a lot in my classroom. Your child will be working on reading and writing for a sustained amount of time without being distracted. I hope they will get so used to reading for a long period of time so that they can get enthralled in their book of choice, because soon enough they will be in chapter books that we hope they won't ever want to put down. We will be working on building our stamina to 30 minutes in reading, writing and read to someone. I hope to have your child reading as much as possible throughout the day as that is the best way to improve reading and vocabulary.

What's the teacher doing during Daily 5?
The first few weeks I am monitoring stamina. After we have built our stamina up to 30 minutes, I will start pulling kids back into small groups to work with books and skills. When I am not meeting with groups, I will be meeting with students individually to visit with them on what they are doing really well and what they need to work on. I will be taking notes on our conversation and then check on them at another time to see if they have improved on it since the last time I visited with them.
Reading Strategies to use at home

Stretchy Snake

"S-T-R-E-T-C-H " it out
*Stretch the word out slowly.
*Put the sounds together to figure out the word.

Cluey Kangaroo

Look for picture clues
*Look at the pictures for clues to figure out the word.

Chunky Monkey

Chunk the Word!
*Look for a "chunk" that you know
(-ing, -and, -art, -old, ect.).
*Look for a word part (be-, -er, etc.).

Skippy Frog

Skip It! Skip It!
*Skip the word (skip it, skip it).
*Read the end of the sentence.
*"Hop back" and read it,

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