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I teach Primary 2 but I would follow the same format in a nursery setting and in a primary 1 class. In the nursery setting - I would not include the Guided Reading area.
I have different Literacy Zones / stations in my classroom. The main area is the Guided Reading Area. The children are told that if I am in this area that they can not come to me as I working with a small group and we will not want to be interrupted. When a child approaches me in this area I simply point at another adult in the room. This gives you the space and time to work with a reading group.
The children go and get their reading folders and come to the table. They know that they take out their reading card and their reading book. They know to start reading straight away. They do not take turns and they do not read at the same pace as the others in their group. That would simply hold them back. You want your reading group to delve into reading straight away! This also gives you the opportunity to organise the next reading book, gather the words that you wish to focus on or to do a simple observation on some of the readers. I have a guided reading guide - that remains within this area which is great if you have a sub. teacher in.
When introducing a new book I dip-in-and-out of the guide. I also ensure that the children feel comfortable within the group and I aim to throw in as much fun as possible. We look at sounds, words, sentences first. We take a new initial sound or blend and I say:
Let's clap it?
Let's snap it? (Some children can do this and the others try)
Let's slap it? (We slap our leg - like a cowboy/girl)
We repeat the above but this time with a tricky word found in our book. We write the tricky word in the sand or water or we all write it on our small whiteboards. I then ask the children to read the word. If one is stuck, I simply say - "Would you like me to get back to you?" and move on to the next child. I always remember to go back to that child - by that time they should have got it.
HICKETY PICKETY BUMBLEBEE
Can you say this LETTER OR WORD with me?
Now shout it!
Now whisper it!
Now clap it!
Now stamp it!
Now write it!
Now cheer it!
I select different areas within the guide and run through these at a fairly fast pace. I never want the children to get bored.
Then we read the book. We start with an ECHO read. I read the line and they echo the sentence behind me. We do this all the way through the book until the end.
We then have a chat about the book and I like to link it to real life. Have you ever been to the cinema? etc.
We end with a simple game or a look at a simple comprehension sheet that the group will complete when they move to the Writing table.
SYLLABLES
Sylables are
sounds we hear
in each and every word
Clap the parts of
............................
And tell me what you
heard!
Words to use: ruler, bag, pencil, book, glue, bus, pen handbag, scissors, people, paper.
Handwriting
This is an area that I tend to focus on. Maybe that is because I love to write and I believe that handwriting is a lost Art.
I start by focusing on the pencil grasp. I recognise where the pupils are. Are they using an Early grap, an inefficient grasp or a functional grasp? Using Seesaw app I video the child writing and it is important to send this to the parent. I will add the grasp type to the parent i.e - the hyperextended index finger grasp or the static tripod grasp. I also send a chart of all the grasps. These can be found on pinterest.
I then offer a solution. I personally like the "nip , flip and grip" method. Again parents are directed to different examples of this on Youtube.
I then focus on the pupils and explain that they need to change how they hold their pencil. I explain to them that by doing so their writing will improve. I then demonstrate the "nip , flip and grip" method to the children in a group setting. Most will get this at this stage.
If they don't get it. I will then take individuals and work with them. Some may need more help at a later stage as their little hands have not fully developed yet. I will put their names down in my diary and remember to look at them at a different time. Our main aim should be to sort this out early on - as after foundation stage - research shows that it will be impossible (in most cases) to correct this at a later date.
https://www.teacherspayteachers.com/My-Products/Category:272014
I teach Primary 2 but I would follow the same format in a nursery setting and in a primary 1 class. In the nursery setting - I would not include the Guided Reading area.
I have different Literacy Zones / stations in my classroom. The main area is the Guided Reading Area. The children are told that if I am in this area that they can not come to me as I working with a small group and we will not want to be interrupted. When a child approaches me in this area I simply point at another adult in the room. This gives you the space and time to work with a reading group.
The children go and get their reading folders and come to the table. They know that they take out their reading card and their reading book. They know to start reading straight away. They do not take turns and they do not read at the same pace as the others in their group. That would simply hold them back. You want your reading group to delve into reading straight away! This also gives you the opportunity to organise the next reading book, gather the words that you wish to focus on or to do a simple observation on some of the readers. I have a guided reading guide - that remains within this area which is great if you have a sub. teacher in.
When introducing a new book I dip-in-and-out of the guide. I also ensure that the children feel comfortable within the group and I aim to throw in as much fun as possible. We look at sounds, words, sentences first. We take a new initial sound or blend and I say:
Let's clap it?
Let's snap it? (Some children can do this and the others try)
Let's slap it? (We slap our leg - like a cowboy/girl)
We repeat the above but this time with a tricky word found in our book. We write the tricky word in the sand or water or we all write it on our small whiteboards. I then ask the children to read the word. If one is stuck, I simply say - "Would you like me to get back to you?" and move on to the next child. I always remember to go back to that child - by that time they should have got it.
HICKETY PICKETY BUMBLEBEE
Can you say this LETTER OR WORD with me?
Now shout it!
Now whisper it!
Now clap it!
Now stamp it!
Now write it!
Now cheer it!
I select different areas within the guide and run through these at a fairly fast pace. I never want the children to get bored.
Then we read the book. We start with an ECHO read. I read the line and they echo the sentence behind me. We do this all the way through the book until the end.
We then have a chat about the book and I like to link it to real life. Have you ever been to the cinema? etc.
We end with a simple game or a look at a simple comprehension sheet that the group will complete when they move to the Writing table.
SYLLABLES
Sylables are
sounds we hear
in each and every word
Clap the parts of
............................
And tell me what you
heard!
Words to use: ruler, bag, pencil, book, glue, bus, pen handbag, scissors, people, paper.
Handwriting
This is an area that I tend to focus on. Maybe that is because I love to write and I believe that handwriting is a lost Art.
I start by focusing on the pencil grasp. I recognise where the pupils are. Are they using an Early grap, an inefficient grasp or a functional grasp? Using Seesaw app I video the child writing and it is important to send this to the parent. I will add the grasp type to the parent i.e - the hyperextended index finger grasp or the static tripod grasp. I also send a chart of all the grasps. These can be found on pinterest.
I then offer a solution. I personally like the "nip , flip and grip" method. Again parents are directed to different examples of this on Youtube.
I then focus on the pupils and explain that they need to change how they hold their pencil. I explain to them that by doing so their writing will improve. I then demonstrate the "nip , flip and grip" method to the children in a group setting. Most will get this at this stage.
If they don't get it. I will then take individuals and work with them. Some may need more help at a later stage as their little hands have not fully developed yet. I will put their names down in my diary and remember to look at them at a different time. Our main aim should be to sort this out early on - as after foundation stage - research shows that it will be impossible (in most cases) to correct this at a later date.
Other ideas to improve handwriting: FINGER GYMS
