Worksheet for Listening Comprehension

Recently I talked about aural reading comprehension (sans book), which made me think about what I do for listening comprehension (avec book).

Listen to Reading is one of my small reading groups.  I quickly realized I needed an accountability piece to help ensure my students were paying attention and understanding the story.  I started making a listening comprehension worksheet for each book that I use for Listen to Reading.  I save them, of course, on my computer in a file so it's easy to pull them and print them off.  It's also easy to make a new one by just changing an existing one.

In addition to assessing their comprehension, I wanted to include 2 reading strategies: evaluating & making connections.

I hear you wondering: "What do you do for the kiddos who can't read the questions?"  There are 2 solutions: students help each other (if the group is mixed ability) -or- you can pre-record each individual question on a very cool little device like this:

10 seconds of recording time, find them here.

Or this one:

30 seconds of recording AND the top is clear case, into which you can insert a picture or whatever!

Visualizing Worksheet For Any Book

Have you ever TOLD your students a story and then had them SHOW you their comprehension? 

www.mycutegraphics.com

I had never done this before we adopted the Houghton-Mifflin reading curriculum a few years ago and it was a big part of the first few units of study.  I loved this idea (especially at the beginning of 1st grade) and created a booklet that we use for each story we do.

Click to get this freebie.

But after using this for a year, I realized that it can be used whenever with whatever story you want.  It can be a fiction or non-fiction story, a story you read aloud or tell off the cuff.  Here are two examples:

This kiddo broke the story into parts on his own.

This kiddo drew one picture that conveyed the general meaning.

I'll admit, this is my FAVORITE reading strategy because I do it all the time when I'm reading, listening to music, etc.

SLG: Read with Someone

Timing is EVERYTHING with this group!

When you start it depends on your students and how capable they are reading with a partner.

On the days we do our reading groups, I have the Read with someone stuff sitting out.

The basket of books goes back into the classroom library when groups are done.

Partner reading is such a wonderful thing because kids have fun, help each other and work on their reading all at the same time.  I've done partner reading before I read the Daily 5, but I did it in my small guided reading groups after doing a picture walk and choral reading. And that's how I introduce it early in the year, solely during guided reading groups.  It's easier to teach, model and practice with fewer kids and they transition very well to doing it on their own in a different group.  Here's the anchor chart we use:

I find the biggest challenge is volume control.  Using a 6-inch voice is a great idea and I created this as a visual reminder that students take with them when they read with their partner.

There are magnets on the back and I keep them on this metal stand up board next the Read with Someone books.

Cute IKEA rugs I bought just for Read to Someone so partners could make sure to sit EEKK style.

I think one of the reasons my students love to read with a partner is because they get to choose what to read...there are a few choices: 2 copies of the same book (fiction or non-fiction), 1 book shared between partners (fiction or non-fiction), or a Readers' Theater partner play.

click to get both posters

Click to see a list of available plays.

This year I started partner reading soon after I allowed students to choose their own groups.  So kids are choosing who they want to read with and it often results in mixed abilities being together and working out really well, which is another benefit!

And that's how we do partner reading

Tomorrow is all about 'Listen to Reading'!

SLG: Read to Self

One of the first things we do in August is learn how to read quietly by ourselves.    Teachers know it's WAYYYYY more than just telling a kid to go get a book and read!  You have to teach, model and practice: book selection, stamina and expected behavior.  Once established, this is like the foundation of a well-built house.  

I teach, model and practice this a few weeks before we start our Small Learning Groups.  I use this anchor chart to help:

We talk as a group about what this should 'look' like and I write down (and later type up) their ideas, which are guided by me as well.  If you're wondering what "floating" is (on my side of the poster) it just means that I'm walking around watching students do the right thing during their group.  I do this exclusively the first 2 weeks that we do our small reading groups so I know what to review and how to make things better.  I call these 2 weeks our reading groups "training" time.  I highly encourage anyone who does small groups to have a "training" period before you become part of the groups!!

Some kids are fine reading at their desk or on the floor, but these cute chairs are choices only for Read to Self.

 At the start of the year I often hear, "But I can't read Mrs. Locke." which is soooooooo not true!

Click to download it.

Here are two other reading posters you might like:

Click to download it.

Click to download it.

So that's how we do independent reading

Tomorrow it's all about 'Read with Someone'!

SLG: Small Learning Groups

Centers...The Daily 5...Rotations...Reading Groups

Which name do you use for the time when you conduct several small reading groups at the same time?  I guess it doesn't really matter as long as you're incorporating them into your classroom because of the HUGE benefits they provide.  But...I will admit that I'm annoyed with the Daily 5 and here's why: I incorporate pieces of the Daily 5 into my small reading groups BUT the Daily 5 is copyrighted and branded and you have to be careful how you use it, talk about it, blog about it and create products for TPT that involve it.  This rubs me the wrong way.  Okay, down off my soap box :-)

courtesy of mycutegraphics.com by Laura Strickland

I've found myself referring to any groups that I do (or plan to do) in my classroom as Small Learning Groups.  We do reading and math this year and I hope to include writing next year.  SLG: Small Learning Groups.  Ooh, I think I'll go get a patent for those words...just kidding!

It takes a lot of time and work to get small groups going in your classroom.  At my school, another primary teacher I work with is being pushed to start doing reading groups right now at the start of the 4th quarter....are you kidding me?  There is no humanly possible amount of time and effort that you can muster to get this going NOW in the year.  So my advice for this teacher is to definitely do 'Read to Self', Computer time and Guided Reading.  And I would do 2 additional groups and have them be something along the lines of Literature Response (drawing and/or writing about a recent read-aloud) and Word Work (from the weekly Spelling lists).  But you could also do: Playdoh, Coloring, Puzzles, etc.  These are not tied to reading but they are groups that can be quickly and cheaply put together and the kids will be happy and QUIET so you can do Guided Reading.

I'm a mentor in my district to new teachers and the thing I hear most often is, "I want to do small groups for reading but I don't know what to do" and/or "I don't have the resources and materials for these groups.  Again, it takes a lot of time and work to get small groups going in your classroom.  I encourage new teachers to read about what kinds of groups to do and start buying, collecting, making, finding the needed materials but in the meantime, do what you can. AND there's a WHOLE LOT of behavior management that goes along with successfully implementing SLGs....but that's a whole other can of worms :-)

So I would like to share the SLGs I do for reading to help, blogging about each one separately, to encourage and inspire teachers out there who are or aren't doing small groups. 

I do my groups 3 times a week for the entire morning (add in a Storytime & Snack break).  Each group lasts anywhere from 10-15 minutes depending on different things.  Here are the groups I have (not all at the same time though, I pick and choose and usually have 7 groups including me):
Read to Self
Read with Someone
Listen to Reading
Word Work
Reading Game
Computer Time
Handwriting Practice
Art Project
Independent Writing
Guided Reading

I'll also share my 2 main management techniques with these groups: the SmartBoard, student choice.

 Up first, tomorrow, is Read to Self!

Non-Fiction Nuggets

I don't put my baskets of Non-Fiction books into our classroom library until January....

September

January

I know the Common Core is all about non-fiction but I love to exhaust my Fiction supply so the introduction of non-fiction is a HUGE deal...especially for boys.

After 2-3 weeks of immersing ourselves in non-fiction I find it starts to wain a bit.  I wanted to create something that would rehook them AND encourage them to write about what they've read.  Here it is:

and it's a FREEBIE!

I really wanted to find a way of having kids write more but I wanted it to be short and sweet and tie to what they were reading. In my classroom, this is a 'Writing Station' choice that goes up in the hallway on our 'Non-Fiction Nuggets' bulletin board to showcase their writing and learning.  

My next step is to cut apart a non-fiction reader and cut out pictures that show all of these features and post them on the board.

Check it out and see if it's something that would be good for your classroom and your students.

I'm baaaaaaack...with a FREEBIE!

Hi, my name is Jaime and 

I haven't blogged since September...

This school year has proven to be very busy and challenging and it's been getting the best of me and kicking my butt.  But, with Thanksgiving break in sight, I'm getting my mojo back and decided to carve out time to blog and offer a FREEBIE.

I've got a few readers right now who really need to focus on fluency at school AND at home.  I purchased a fantastic leveled reading passage kit from Lakeshore Learning that helps me accomplish this in 1 minute increments each day that I do my small reading groups.

I created a self assessment rubric to go along with any passage, whether at home or at school.

But since Thanksgiving is coming up, I wanted to find a way for students to work on fluency AND learn about turkeys so we can do an informative piece later this week.  So voila

I feel like the little engine that could, seeing that Thanksgiving break is only 8 days away....but who's counting?  ME!