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Reading Workshop model for time in text and independent reading.

Holding kids accountable.

Getting it all in.

Meeting the different needs of students.

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Reading bags that are sent home with the students with sight words and building letters into a sentence.

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Varying length of texts and genres.

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reading passages with leveled readers and timing the students to meet their individual needs

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Using nonfiction stories in reading groups from education to the core to support the higher students to increase the rigorous leveled texts. These texts correlate to the phonics pattern we are teaching as well.

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Building stamina for independent reading.

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Learning procedures for how to use books correctly so they can be independent with books.

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Novel studies.

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*second really tries to get them as much "time in text" as possible. Independent reading is key. Trying to get time in text to look the same for everyone by 3rd grade

novel effects

week long "daily 5"

* time in text in first is their only homework. Reading when they're done with things, they can choose a spot to read.

* k- when they are in groups they are addressing their "learning to read" skills. K is very different. Individualized packet work through their work on their own pace. High kids are pairing up....

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Students reading the book on seesaw for their parents and teacher to see. This holds them accountable for their independent reading time.

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Assign collections on EPIC to make sure kids are reading appropriate/on topic books.

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Daily 5 - setting expectations for what the independent reading time looks like and how it is structured (eyes on the text, holding the book). etc.

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120 minutes of instruction wrapped around with the phonics lesson, whole group read aloud, small group reading, independent reading. It is split differently in kindergarten, first, and second.

The biggest struggle is engaging the students with the independent reading time to effectively engage with the text.

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How many kids actually have a book in front of them?

Whole group reading, yes! How much do we expect them to read on their own when they get to their seat?