Literacy
2023 Update - Please note that Westford is making changes to our Literacy instruction. I will update this area as more information becomes available. Students will be participating in the Heggerty and UFLI programs to develop phonics skills as we work on decodable texts and materials.
2023 Update - Please note that Westford is making changes to our Literacy instruction. I will update this area as more information becomes available. Students will be participating in the Heggerty and UFLI programs to develop phonics skills as we work on decodable texts and materials.
Have you heard of The Daily Five? If you haven’t, you will! The Daily Five is a literacy structure that teaches independence and gives students the skills needed to create a lifetime love of reading and writing. It consists of five tasks that are introduced individually. When introduced to each task students discuss what it looks like, sounds like and feels like to engage in the tasks independently. Then the students work on building their stamina until they are successful at being independent while doing the task. The five tasks include Read to Self, Read to Someone, Listen to Reading, Working on Words and Working on Writing. In the next few weeks students will continue to learn the expectations of each task and begin practicing the skills for each one. Eventually, students will have the daily opportunity to choose several of these tasks each day.
Have you heard of The Daily Five? If you haven’t, you will! The Daily Five is a literacy structure that teaches independence and gives students the skills needed to create a lifetime love of reading and writing. It consists of five tasks that are introduced individually. When introduced to each task students discuss what it looks like, sounds like and feels like to engage in the tasks independently. Then the students work on building their stamina until they are successful at being independent while doing the task. The five tasks include Read to Self, Read to Someone, Listen to Reading, Working on Words and Working on Writing. In the next few weeks students will continue to learn the expectations of each task and begin practicing the skills for each one. Eventually, students will have the daily opportunity to choose several of these tasks each day.
Reading takes place in the classroom in a variety of ways. We will have opportunities for whole-class, shared reading experiences and cooperative, paired reading. In addition, we are reading with the students in guided reading groups. Fountas and Pinnell (1996) defined guided reading as a “context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty.” There are many strategies we work on before sending home a book. Here are just a few!
Reading takes place in the classroom in a variety of ways. We will have opportunities for whole-class, shared reading experiences and cooperative, paired reading. In addition, we are reading with the students in guided reading groups. Fountas and Pinnell (1996) defined guided reading as a “context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty.” There are many strategies we work on before sending home a book. Here are just a few!
Preparing For The Reading
Preparing For The Reading
First, we ask questions that will help us determine a student’s experience with the topic at hand. Then we use students’ prior knowledge to guide us in building background knowledge of the topic.
First, we ask questions that will help us determine a student’s experience with the topic at hand. Then we use students’ prior knowledge to guide us in building background knowledge of the topic.
Introduce the Book
Introduce the Book
During this time we discuss what we think the book is about. We read the title of the book and who the author and illustrator are. We also talk about the type of genre the book is.
During this time we discuss what we think the book is about. We read the title of the book and who the author and illustrator are. We also talk about the type of genre the book is.
Guide The Reading
Guide The Reading
Next, we talk about the pictures in the book through a “picture walk.” We ask questions about each page to reinforce vocabulary and to highlight key concepts. We also enjoy making predictions and inferences.
Next, we talk about the pictures in the book through a “picture walk.” We ask questions about each page to reinforce vocabulary and to highlight key concepts. We also enjoy making predictions and inferences.
Last, we read the book. While students read we are monitoring their use of concepts of print and their reading strategies. We guide and prompt students as needed. We also ask several questions to support comprehension and connect the story to students’ experiences.
Last, we read the book. While students read we are monitoring their use of concepts of print and their reading strategies. We guide and prompt students as needed. We also ask several questions to support comprehension and connect the story to students’ experiences.
Send the Book Home
Send the Book Home
Now your child is ready to read the story to you! Listen to his/her reading strategies and help him/her develop fluency by reading the story more than once.
Now your child is ready to read the story to you! Listen to his/her reading strategies and help him/her develop fluency by reading the story more than once.
First grade students will have a daily word study time. The word study program is comprised of a combination of phonics and spelling activities. By combining these two areas, children learn the necessary elements and strategies needed to aid them in their everyday reading and writing activities. Some of the activities the children will participate in include word sorts, word ladders, white board spelling, making words, word family poems, and more.
First grade students will have a daily word study time. The word study program is comprised of a combination of phonics and spelling activities. By combining these two areas, children learn the necessary elements and strategies needed to aid them in their everyday reading and writing activities. Some of the activities the children will participate in include word sorts, word ladders, white board spelling, making words, word family poems, and more.
This year our first graders will continue the work started in kindergarten and pre-first by working with the Lively Letters Program. This program trains students in phonemic awareness, letter sound associations and the ability to decode (read) and encode (spell) words quickly and accurately. It also gives students mnemonic (creative memory tricks) to make it easier for students to learn and remember letter sounds.
This year our first graders will continue the work started in kindergarten and pre-first by working with the Lively Letters Program. This program trains students in phonemic awareness, letter sound associations and the ability to decode (read) and encode (spell) words quickly and accurately. It also gives students mnemonic (creative memory tricks) to make it easier for students to learn and remember letter sounds.
Students will receive weekly spelling lists containing pattern words and high frequency words we are working on in the classroom. Students are expected to review these words each night in preparation for our Spell Check on Fridays.
Students will receive weekly spelling lists containing pattern words and high frequency words we are working on in the classroom. Students are expected to review these words each night in preparation for our Spell Check on Fridays.
- Writing –
We will be addressing the Common Core standards and exposing students to three types of writing throughout the year. Through writer’s workshop experiences students will learn narrative writing, reflecting on their own personal experiences. Students will learn opinion writing through a series of letter writing experiences. We will also explore non-fiction writing by writing for the purpose of teaching factual information. These and other creative writing opportunities provide students the experience of the writing process, grammar, and spelling as well as writing for a variety of purposes.
We will be addressing the Common Core standards and exposing students to three types of writing throughout the year. Through writer’s workshop experiences students will learn narrative writing, reflecting on their own personal experiences. Students will learn opinion writing through a series of letter writing experiences. We will also explore non-fiction writing by writing for the purpose of teaching factual information. These and other creative writing opportunities provide students the experience of the writing process, grammar, and spelling as well as writing for a variety of purposes.
We use the Handwriting without Tears (HWT) handwriting program. The First Graders are currently reviewing routines and strokes used in the program. We will continue with capital letters, lowercase letters and numbers. Please be sure to encourage your child to use the HWT format when writing letters and numbers at home.
We use the Handwriting without Tears (HWT) handwriting program. The First Graders are currently reviewing routines and strokes used in the program. We will continue with capital letters, lowercase letters and numbers. Please be sure to encourage your child to use the HWT format when writing letters and numbers at home.