# data[].attributes.body
I have chosen 21 picture books for interactive read-aloud that my literacy volunteers read to select second and third graders once a week. I have pre-chosen the stopping points and the vocabulary and comprehension questions to engage the students in a discussion. Each volunteer is paired with two students who need a small group discussion with an adult. The volunteers and the students love it!

# data[].attributes.headline
Like others, our school  is also doing the Units of Study for Teaching Reading for the first time this year. It has been a process for both the teachers and students to learn knew names for existing strategies.  For example, in kindergarten, students learned the "beanie babies" strategies such as "flippy dolphin" and "lips the fish."  To aid the in connecting the new to know, I glued the the familiar terms and images to the bottom of the LC anchor charts. I am noticing them transitioning to the new terms as we move into the 2nd unit. It is exciting to see how well the reading and writing pair.

# data[].attributes.subject
Like others, our school  is also doing the Units of Study for Teaching Reading for the first time this year. It has been a process for both the teachers and students to learn knew names for existing strategies.  For example, in kindergarten, students learned the "beanie babies" strategies such as "flippy dolphin" and "lips the fish."  To aid the in connecting the new to know, I glued the the familiar terms and images to the bottom of the LC anchor charts. I am noticing them transitioning to the new terms as we move into the 2nd unit. It is exciting to see how well the reading and writing pair.

# data[].attributes.body
Today, we did Session 2-4. The students were fully engaged as we went back to make sure we learned/remembered as much as we could from the book. They quickly and eagerly went off to apply the concept presented during the mini-lesson in their own reading. It was there was a steady, low hum of first graders mining the text for as much information as they could gather.

# data[].attributes.headline
I conducted a first grade  intervention group using the Fountas and Pinnell Green LLI kit.  This is the first year that I have used this program with fidelity.  I have a group of six students that are presently reading on a Level B.  The lessons are set up with phonics/word work first, followed by interactive writing about the book read the previous day, ending with the reading of a new book.  Reading of the new book involves introducing the text, the students reading the text, and then discussing and revisiting the text.  I love the way the discussion guide includes key understandings of students Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text.  The discussion is followed by the teacher choosing  a teaching point based on their observations of the readers.

# data[].attributes.subject
I conducted a first grade  intervention group using the Fountas and Pinnell Green LLI kit.  This is the first year that I have used this program with fidelity.  I have a group of six students that are presently reading on a Level B.  The lessons are set up with phonics/word work first, followed by interactive writing about the book read the previous day, ending with the reading of a new book.  Reading of the new book involves introducing the text, the students reading the text, and then discussing and revisiting the text.  I love the way the discussion guide includes key understandings of students Thinking Within the Text, Thinking Beyond the Text, and Thinking About the Text.  The discussion is followed by the teacher choosing  a teaching point based on their observations of the readers.

# data[].attributes.headline
In reading we focused on the standard for identifying words and phrases that suggest feeling and senses.  I used a popcorn poem (and some yummy popcorn) to first introduce and explicitly teach the senses.  We then read a familiar text, I Need My Monster, and discussed the different sensory words in the book.  I teach ELL students with very low ACCESS scores, so to accommodate their needs, I identified the sensory words and they connected it with the body part

# data[].attributes.subject
In reading we focused on the standard for identifying words and phrases that suggest feeling and senses.  I used a popcorn poem (and some yummy popcorn) to first introduce and explicitly teach the senses.  We then read a familiar text, I Need My Monster, and discussed the different sensory words in the book.  I teach ELL students with very low ACCESS scores, so to accommodate their needs, I identified the sensory words and they connected it with the body part

# data[].attributes.body
Being a Reading Recovery teacher requires me to reflect on my teaching decisions in order to best serve my students. I have a student that is not making the progress necessary in order to accelerate his reading literacy processing skills. After a lesson with him, I analyzed his running record and my observation notes on his reading behaviors with a deeper lens to make a plan to attack some of his weaknesses. Reading Recovery believes if the child is not growing, it is the teacher's actions not the child. So I now have to change what I am doing to better help this child.

# data[].attributes.headline
One book our class participated in for a read-aloud was the book It's Pumpkin Time! by Zoe Hall. As we read the book we focused on looking at the illustrations to make predictions and also how we can use the illustrations to see more! We also guessed the meaning of a fancy word by using the other words in the sentence to figure out its meaning. This book is a great book for having the students practice making predictions and using the illustrations to find clues for what is happening in the story. :) 

# data[].attributes.subject
One book our class participated in for a read-aloud was the book It's Pumpkin Time! by Zoe Hall. As we read the book we focused on looking at the illustrations to make predictions and also how we can use the illustrations to see more! We also guessed the meaning of a fancy word by using the other words in the sentence to figure out its meaning. This book is a great book for having the students practice making predictions and using the illustrations to find clues for what is happening in the story. :) 

# data[].attributes.body
Amanda Alden

# data[].attributes.headline
In one of my intervention groups I read The Snatchabook. I had planned a focus on vocabulary and context clues. As I read the text aloud, students noted words that they did not know the meaning of and wanted to know more about. We talked about different ways to use context clues to figure out the meaning of a new word in text. Students who are often off task during independent reading loved the Interactive Read Aloud as well as the vocabulary work. They were doing a great job participating and talking collaboratively! 

# data[].attributes.subject
In one of my intervention groups I read The Snatchabook. I had planned a focus on vocabulary and context clues. As I read the text aloud, students noted words that they did not know the meaning of and wanted to know more about. We talked about different ways to use context clues to figure out the meaning of a new word in text. Students who are often off task during independent reading loved the Interactive Read Aloud as well as the vocabulary work. They were doing a great job participating and talking collaboratively! 

# data[].attributes.headline
My school is implementing the Reading Units of Study alongside Writing this year. My students absolutely love everything about it. We started Unit 2 on October 16. When they found out that it would be nonfiction, they were quite excited. One student from the beginning of the year has been continuously asking when the focus of the lessons would be nonfiction. His eyes lit up.

# data[].attributes.subject
My school is implementing the Reading Units of Study alongside Writing this year. My students absolutely love everything about it. We started Unit 2 on October 16. When they found out that it would be nonfiction, they were quite excited. One student from the beginning of the year has been continuously asking when the focus of the lessons would be nonfiction. His eyes lit up.

# data[].attributes.body
The lesson reviewed the Readers Build Good Habits and Reading Partners Work Together anchor charts from unit one. My students liked that even in nonfiction texts, a reader should take a sneak peek before reading. They also loved realizing that they can learn about a topic just by looking at the cover and doing their sneak peek. Just as Gayla mentioned, when it was time to share, every single student wanted a chance.

# data[].attributes.body
Today, I launched the first lesson of Lucy Calkins' Unit 2, Units of Study for Reading. Students were excited to explore the nonfiction books in their book boxes. The focus of this lesson was to take sneak peek to learn more about a topic. During the teaching point and active engagement, we only discussed what we noticed on the cover and title page of Hang On, Monkey!. Students then practice independently what we previewed, by taking a sneak peek and exploring nonfiction books on their level. We revisited the anchor chart for Building Good Habits and later transitioned to Partner Reading. As I walked around listening to conversations, I could feel the excitement of students as they learned about their selected topic. When it was time to share, there was not a single student who was unwilling to share about what they had learned from their book. Everyone had their hand raised.

In planning for the beginning of this unit, I recognized that I will be spending some time monitoring students and not actually having guided reading groups. I wanted to start the week off with sending books home to be read, so I took the first few minutes to call students to get their new baggy books to take home. I hope the next week will lend itself to me having reading groups because I have many students reading below grade level. I feel that struggling readers perform better in reading groups rather than one on one conferencing. However, my solid readers do great with the independent practice and me stopping by with a conference check in.
Gayla Fischer

# data[].attributes.body
''I am a Reading Recovery teacher, but have a few ESOL/EIP segments. I had a guided reading group today with first graders, level B. During the lesson, I listened to students read (no running record today due to my absence last week). We reviewed the ABC chart, and played "mix and fix" to learn the word 'can.' My lesson was on using pics for meaning and cross-checking visual information. With another group, we did shared reading; I introduced a new book today and we discussed meaning. - Jami