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How do second graders regain automaticity, drawing on all they can already do as readers to read with stamina and fluency, returning to and renewing their knowledge of good reading habits?
How do second graders regain automaticity, drawing on all they can already do as readers to read with stamina and fluency, returning to and renewing their knowledge of good reading habits?
Session 1: Big Kid Readers Remember to Do All They’ve Learned
Session 1: Big Kid Readers Remember to Do All They’ve Learned
“Today I want to remind you that it’s super important to remember to do all the things you already learned to do. It can help to give yourself a little checkup sometimes, asking, ‘Am I doing the things I already learned to do?”
Read My First Day to Support Community Building and Attending to Story Elements
● Students will preview the text by thinking about the story elements.
● Students will build background knowledge about the story’s setting.
● Students will get to know the character and the setting.
Session 2: Big Kid Readers Read More and More
Session 2: Big Kid Readers Read More and More
“Today I want to teach you that second-grade readers get stronger and stronger as readers by reading more and more, and for longer and longer.”
Read Evelyn Del Rey Is Moving Away to Support Inferring about Characters
● Students preview the text by thinking about things they love fiercely to empathize with the character.
● Students will infer characters’ feelings and use precise words to describe those feelings.
● Students will retell the story using the story elements.
Session 3: Reading Smoothly in Phrases from the Start
Session 3: Reading Smoothly in Phrases from the Start
“Today I want to teach you that in second grade, you can pick up a text and try to read it smoothly, right from the start. Big Kid Readers don’t need to read it first, word. by. word. Instead, you can scoop words up into phrases, reading them smoothly, right from the start.”
Reread My First Day to Support Inferring about Character Traits and Feelings
● Students will track a character’s feelings across the text and think about why the character feels the way that they do.
● Students will describe the character’s feelings and traits using precise words.
● Students will retell the text using the story elements.
Miss Natalie's Video 1
Miss Natalie's Video 1
passcode: martin
Session 4: Reading Words, Part by Part
Session 4: Reading Words, Part by Part
“Today I want to remind you that Big Kid Readers solve words by breaking them into parts, and then putting the parts back together to make a word, and then checking that the word makes sense. You use everything you know from phonics to do this work.”
Read The Arabic Quilt: An Immigrant Story to Study How Character Feelings Change and to Celebrate Multilingualism
● Students will develop background knowledge and learn vocabulary words that are needed to understand the text.
● Students will describe the character’s feelings and traits using precise words.
● Students will retell the text using the story elements.
Miss Natalie's Video 2
Miss Natalie's Video 2
passcode: martin
Session 5: Readers Check to Be Sure the Solved Word Makes Sense
Session 5: Readers Check to Be Sure the Solved Word Makes Sense
“Today I want to teach you that after you look closely at a word and break it into parts, it sometimes takes a few tries to put those parts together into a real word. It helps to read the parts quickly, and think about what makes sense.”
Video Session - Minilesson - Readers Check to Be Sure the Solved Word Makes Sense
Video Session - Minilesson - Readers Check to Be Sure the Solved Word Makes Sense
Reread Evelyn Del Rey is Moving Away to Notice and Learn from Author’s Craft
● Students will revisit a text to identify the craft moves used by the author and, later, try out those moves in their narrative writing.
Miss Natalie's Video 3
Miss Natalie's Video 3
passcode: martin
Session 6: Punctuation and Font Help You Read Aloud Well
Session 6: Punctuation and Font Help You Read Aloud Well
“Today I want to teach you that Big Kid Readers notice the directions authors leave for them. They know that when authors insert punctuation and use a special font, those authors are giving them directions for how to read the text.”
Facilitate a Whole-Class Conversation about Themes in the Books
● Students will respond to the question, “Now that we’ve read a few books—My First Day, Evelyn Del Rey Is Moving Away, and The Arabic Quilt: An Immigrant Story— what are the big things you think these authors want to teach us? What have you learned that you want to remember moving forward?”
● Students will consider the lessons learned and think about how those lessons connect to their own lives.
Session 7: Reading Aloud Well
Session 7: Reading Aloud Well
“Today I want to teach you that to get skilled at reading aloud, it can help to notice how other people read aloud and to think, ‘I could try that too.”
RF.2.4 I can read with sufficient accuracy and fluency to support comprehension.
RF.2.4b I can read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Collaboratively Read a Poem from Read! Read! Read!
● Students will read and reread a poem to think about the meaning.
● Students will connect the meaning of the poem to their lives.
RL.2.4 I can describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RF.2.4 I can read with sufficient accuracy and fluency to support comprehension.
RF.2.4b I can read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Miss Natalie's Video 4
Miss Natalie's Video 4
passcode: martin
Miss Natalie's Video 5
Miss Natalie's Video 5
passcode: martin
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