• Students have set up binders to keep and organize the work we do in class. The two main categories are Academic/School and IR+. The former category of work will include reading that I provide and that we work on together. The latter category of work will center around students' own reading choices and provide opportunities to set goals, reflect on reading, talk about books, and make new book choices.
• All students decorated and shared binder covers that represented them as readers. This was one of few homework assignments and was an opportunity to show effort.
• I have been doing 1-on-1 conferences with students, using the F&P Benchmark Assessment System. Students have learned that these conferences give us both information about 4 main components of reading: comprehension, accuracy, fluency, and expanding vocabulary.
• While I am doing conferences, students have been doing IR+ work: keeping book lists, making index cards to publicize books read, exploring new book options, and reading while tracking their own reading stamina.
• 2-odd, 2-even, and 4-odd have begun work on reading books in the LLI system. These books provide opportunities for 1-on-1 coaching, whole group discussions, as well as targeted work on areas of need such as comprehension and fluency. We also started some word work, which helps students develop the skills needed for accurate reading. Students will occasionally bring home a game to play for homework.
