Main Level October

Week of 10/8 - 10/12:

This week, we worked on building a community of learners. We introduced ourselves and got to know more about each other as readers. We discussed what good readers do and set some personal reading goals for ourselves. We chose a name for our group that defines who we are as readers. The name we chose is: Reading Rockets

We discussed our 4 school rules: take care of yourself, take care of others, take care of our school, and always try our best. We discussed how these would look, sound, and feel in our reading group. We all signed the rules we came up with and agreed to implement them in our group.

We also discussed why reading is important and talked about how we can do our best when reading together. We went over some classroom resources and how to use these tools to help us do our best.

Building this community of learners will ensure that your children feel safe to take academic risks and know they are supported. We will continue to reinforce these concepts all year long.

Check below to see some of the texts we began working on. Your child will love reading these to you at home!

G2 Frog Food.pdf

We began by reading this story to practice what daily reading would look like in Go Blue. Our purpose for reading was to find out what Froggy likes to eat and what he likes most

G21 Orsons Tummy Ache.pdf

We LOVED reading about two of our favorite characters from the Orson and Taco series! In this book, we had to be detectives to try to figure out why Orson had a tummy ache. We talked about using Eagle Eye to help us figure out the big things that Taco ate and the little things too!

Week of 10/14 - 10/18:

This week, we read three instructional texts and began to work more on writing and phonics. We have been discussing how readers can figure out a word they do not know. We practiced one strategy: Eagle Eye (looking at the picture for help). This is just one of many other strategies we will learn. We talked about how those strategies help us when we are reading. We also worked on making predictions using our two texts this week. We also began working on our phonics by building words in word families. This week we have been working with word families with the short vowel a, for example, words that end with -at. Please find the book links below to see what texts we have been working on. They will love reading these to you!

G23 Bubbles.pdf

We discussed that this text is nonfiction because it is real. In this story, we worked on main idea and details: bubbles are found everywhere in different forms. We discussed how these bubbles are the same and different. We read to find out about the different places one can find bubbles.

G25 Mom and Kayla.pdf

In this story, Kayla’s mom is a firefighter and Kayla had similar equipment. We were reading to find out why Kayla might be wearing firefighter equipment. We discussed how mom’s things were real while Kayla’s were pretend. The students were able to infer that Kayla probably might want to be a firefighter just like her mom.

Week of 10/21 - 10/25:

This week, we read three instructional texts and began to work more on writing and phonics. We have been discussing how readers can figure out a word they do not know. We practiced the two strategies we previously learned: Eagle Eye (looking at the picture for help) and Lips the Fish (checking the first sound in a word for help.) These are just two of many other strategies we will learn. We talked about how those strategies help us when we are reading. We worked on comparing and contrasting as well as retelling a story using beginning, middle, and end and discussed what the word "sequence" means. We also continued working on our phonics by building words in word families. This week we have been working with and reviewing word families with the short vowel a, for example, words that end in -at, -ad, -ap. Please find the book links below to see what texts we have been working on. They will love reading these to you!

G27 Our Garden.pdf

This text is about a boy and his father who grow things in their garden. At the end, rabbits come into the garden. In this story, we worked on sight words we needed to know to be successful with our reading as well as working on inferencing. Students discussed what the father and his son must have done in order to grow such a garden, how they feel about it and how they felt when they saw the bunnies. They were able to provide evidence for their thinking by answering “what makes you think that?”

G29 Boots and Shoes.pdf

Another text we read is called “Boots and Shoes” which told about different kinds of boots and shoes and their purposes. With this text, we focused on main idea and supporting details. We compared and contrasted different purposes for wearing boots and wearing shoes.

G31 A Day at the Park.pdf

In this text, students we worked on tapping out words. In the past, the majority of the words in our texts were sight words or could be deduced from the pictures. We read about two characters (cousins Sam and Jesse) and compared and contrasted what they liked to do at the park in order to decide if they were similar or different. We read to find out if there was anything they could finally agree on!

Week of 10/28 - 11/1:

This week, we read two instructional texts. We have been discussing how readers can figure out a word they do not know. We practiced using the decoding strategy Stretchy Snake to help us "stretch out" or "tap out" sounds in unknown words. We worked on identifying the Main Idea of the books we read and recalling the book's details. We also continued working on our phonics by building words in word families. This week we have been working on the -ag word family words (ex. bag, tag, rag). Please find the book links below to see what texts we have been working on. They will love reading these to you!

G33 Looking for Taco.pdf

This text was slightly more challenging as we began to tackle a more difficult level of text. The text is called “Looking for Taco,” about a dog who goes missing. We read the text to find out where Taco went. In the story, they noticed that the dog, Taco, left clues as to his whereabouts. They inferred since most of the stuff was chewed up, perhaps Taco was hungry. Taco was found under the table with his friend Orson and ripped open his bag of food. With this story, we discussed problem and solution.

G35 Meli on the Stairs.pdf

We used our schema about dogs in order to make predictions about why Meli liked being on the stairs and what other things Meli might bring up and down the stairs. We read to find out what we thought Meli liked the most. We discussed on the last page why the author chose to write the words “down, down, down” in an interesting way. A lot of the students tried that in their writing!

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