The Miracle of the Beginning ReaderI wriggle and I jiggle, and I rock upon my chair.I wiggle my loose tooth, and I twirl a strand of hair.I chew on several fingers, and sometimes suck my thumb.I tap the reading table, like I'd play upon the drum.I kick my foot in rhythm; lose the place where I should look.I rub my nose and clear my throat, and sometimes drop my book.I look outside the window, and I look down at the floor.I pay very close attention, when someone's at the door.I close my eyes and rest my head; my teacher's heart must bleed.But in spite of all of this, I'm learning how to read.-Jane MillerReading Facts
Language Arts CurriculumReading is the priority in second grade. Students will be immersed in a print-rich environment to develop oral language skills, phonetic skills, vocabulary, comprehension, and an awareness of print materials as sources of information and enjoyment.
"The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children."
"The more children read, the better they comprehend what they read."
"The more children read outside of school and for fun, the better they do in school."
"Seventy -five percent of children who read poorly at the end of third grade never become successful readers."
Language Arts ComponentsPhonemic Awareness:
Students will use listening and speaking skills to participate in classroom discussions.
Students will use a variety of strategies to read new words and will read familiar selections with fluency and expression.
Students will continue to develop an understanding of character, setting, main idea, and story sequence in a variety of texts.
Students will increase vocabulary and comprehension strategies by reading age-appropriate materials across the curriculum, with emphasis on materials that reflect the State and School District Learnings in mathematics, science, and social studies.
The students will also demonstrate comprehension of fiction and nonfiction selections through classroom discussion and will begin to communicate ideas in writing.
Students will become independent readers by the end of first grade and will continue to improve these skills throughout second grade!
Say "armchair" (clap the parts)Say "armchair", NOW say "armchair" again, but don't say "arm" (students say "chair")Say "hat" (clap parts)Say "hat", NOW say "hat" again, but don't say "h" say "m" (students sat "mat")Phonics and Word Study:
The ability to hear the sounds embedded within words accurately and analyze their order and sequence. It requires the blending and segmenting of sounds. Students who are given the opportunity to learn to segment, blend and sound out words correctly will be able to tackle difficult reading selections with strong comprehension.
An example of phonemic awareness drills done in the classroom are:
hatbatcatmatratsatthatflatNotice that the word family in each word is underlined. Throughout the year, wewill be learning many new word families. Below you will find a list of word families,please review these word families and the letters that make up the word family, aswell as thinking of new words that contain the word family. This will help your childlearn the word families that are part of new words and will help your child withtheir reading.List of Word Families
Students will develop an understanding of what sounds particular letters, groups of letters and letter relations make.
Word Families: A word family is 2 or more letters that when put together make a certain sound. For example, the first word family our class will be learning is the "at" family. After learning the "at" family, students will be learning different words which contain that family:
uckFluency and Independent Reading
Teacher Interactive Read-Aloud and Reader’s Workshop will emphasize the importance of being strategic readers not simply decoders of words
What Good Readers Do:Before reading I think about...
While I am reading...
what I already know about the topic (schema)
my purpose for reading
my predictions about the text
After reading I...
ask myslef, Does this make sence?
ask myself, Does this sound right?
focus on beginning sounds, "chunks" within words, and endings to figure out unknown words
backtrack when the meaning isn't clear
read on past difficult words or groups of words to get more information
confirm or correct my predictions
Helpful Websites for Families
think about the author's message
reflect on how the text matched or didn't match my predictions
think about how the text relates to real life