íHola! ¡Bienvenido a mi sitio web de lectura bilingüe! Soy Sra. Vega. Soy maestra de lectura bilingüe en Kinder hasta 4to. Trabajo en grupos pequeños con los estudiantes hablantes nativos de español en cada salón Dual. Este es el comienzo de un viaje que tomaremos juntos para apoyar al aprendizaje de lectura de su hijo/a. Su hijo/a dejará este año escolar más estratégico, más capaz, más seguro y más independiente que cuando él / ella entró. No doy tarea, pero si colaboro con el maestro/la maestra de su hijo para implementar un programa individualizado que falicite el progreso de su hijo/a.
Encontrará información muy interesante e informativa a continuación sobre intervenciones de lectura. Si tiene alguna pregunta, favor de comunicarse conmigo en cualquier momento. Estoy emocionada de trabajar con usted y con su hijo/a.
Elizabeth M. Vega
Maestra de lectura bilingüe K-4
Escuela College Hills
Howdy! Welcome to my Bilingual Literacy Website! I am Mrs. Vega. I am a Bilingual Literacy Co-Teacher K-4. I work in small groups with the native spanish speakers in each Dual Language classroom.
This is the beginning of a wonderful journey that we are all going to take together to support your child in his/her literacy growth.
Your child will leave this school year more strategic, more capable, more confident and more independent than when he/she entered. No homework is given but I work closely with your child's teacher to implement an individualized program that will facilitate your child's progress. You will find some very interesting and informative information below regarding Literacy Interventions.
If you have any questions regarding your child's Literacy Development, please contact me at any time! I look forward to working with you and your child!
Elizabeth M. Vega
Bilingual Literacy Co-Teacher K-4
College Hills Elementary School
Reading Interventions exist to assist students in acquiring strong, basic reading and phonetic skills, to have a positive experience with reading/spelling and ultimately to become independent readers and writers.
The Reading Intervention program supports, supplements, and extends classroom teaching, and works collaboratively to implement a quality reading program that is research-based and meets the needs of students.
Reading Interventions provide direct reading instruction to eligible students in a small group setting along with additional support in phonetics. Small groups contains 3-5 students, 5 days a week in a 45 minute block of instruction, which is in addition to the core reading/language arts program. The lessons provided explicit and direct instruction in Reading.
Fountas & Pinnell assesses a student's competence in foundational reading skills. These skills predict later reading success. At College Hills Elementary, the Dual Language teachers administer F&P to all of their students four times a year. This will help monitor each student’s progression. Please note that all F&P testing takes place on a one to one basis. All kindergarten students will be tested for the first time the second 9 weeks of school.
THE BIG 5 IDEAS
There are 5 Big Ideas in Beginning Reading:
Phonemic Awareness: The ability to hear and manipulate sounds in spoken words
Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words
Fluency with Text: The effortless, automatic ability to read words in connected text
Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning
Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning
READING TERMINOLOGY
Source: National Institute for Literacy's A Child Becomes a Reader (http://lincs.ed.gov/publications/pdf/reading_pre.pdf )
alphabetic knowledge - Knowing the names and shapes of the letters of the alphabet
alphabetic principle - The understanding that written letters represent sounds, for example, the word big has three sounds and three letters
big books - Oversized books that allow for the sharing of print and illustrations with a group of children
blending - Putting together individual sounds to make spoken words
comprehension -The ability to understand and gain meaning from what has been read
decodable books - Books that are made up of words that contain only the letter-sound relationships that the children are learning, along with a few words that are taught as sight words
decode - The ability to recognize and read words by translating the letters into speech sounds to determine the word's pronunciation and meaning
developmental spelling -The use of letter-sound relationship information to attempt to write words
emergent literacy -The view that literacy learning begins at birth and is encouraged through participation with adults in meaningful reading and writing activities
environmental print - Print that is part of everyday life, such as signs, billboards, labels, and business logos
experimental writing - Efforts by young children to experiment with writing by creating pretend and real letters and by organizing scribbles and marks on paper
explicit instruction - Direct, structured, systematic teaching of a task
fluency - The ability to read text accurately and quickly with expression (Treasures/DRA)
graphic organizers - Diagrams that visually represent the organization and relationships of ideas in a text
invented spelling - The use of letter-sound relationship information to attempt to write words(working with words)
irregular words - Frequently used words that don't follow the letter-sound relationship rules that children are learning
leveled books - Books that have been assigned a particular level (DRA Assessment Correlation is by a number and a letter) intended to indicate how difficult the book is for children to read
literacy - Includes all the activities involved in speaking, listening, reading, writing, and appreciating both spoken and written language
Reading Intervention Programs:
Instruction includes:
letter/sound associations
blending (sounding out words)
word patterns- correlating with the Words Their Way (Palabras a su paso) spelling words
tricky words (irregular words)
controlled passages
word list reading
quick drill/reverse using sound cards
dictation of sounds and words
Reading A-Z
Reading A-Z offers thousands of professionally developed downloadable books (including English and Spanish versions) and quality teaching and learning materials. Reading A-Z is designed to provide supplementary materials from early emergent through fluency. In addition to the K-6 market, Reading A-Z materials have found widespread use at a range of grade levels in special education and special needs, remedial reading, ESL and ELL, and foreign language.
Reading A–Z is a great addition to the reading program. It has wonderful fiction and non-fiction selections, worksheets, benchmark books for each level, and comprehension quizzes. It is important that children have a reason to read, and the activities for each book are making the students realize that we do have to go back to the text for deeper understanding of what we read.
Reading A-Z.com offers:
Leveled Readers
Benchmark Books and Running Records
Reading Lessons and Worksheets
Phonics and Phonemic Awareness Materials
Poetry Books
Alphabet Materials
High-Frequency Word Books (Sight Words)
Vocabulary Books and Activities
Fluency Passages
Reader’s Theater Scripts
Assessments
Choosing Good Books
Here are some tips for helping your first or second grader choose books that are just right…
RULE OF FIVE
At school, we help students to select “just right” books, meaning books that they should be able to read on their own or with minimal help. We ask them to read the first page or two and keep track on their fingers how many words they miss. If they are missing FIVE or more words, then this book might be better for a read aloud with someone and we might try to find an easier level for reading on their own.
The Reading Intervention program supports, supplements, and extends classroom teaching, and works collaboratively to implement a quality reading program that is research-based and meets the needs of students.
Reading Interventions provide direct reading instruction to eligible students in a small group setting along with additional support in phonetics. Small groups contains 3-5 students, 5 days a week in a 45 minute block of instruction, which is in addition to the core reading/language arts program. The lessons provided explicit and direct instruction in Reading.
- The Five Big Ideas (phonemic awareness, phonics, fluency, comprehension and vocabulary) are integrated throughout the interventions.
- Students who may receive Reading Intervention are identified based on their performance on reading screening tests throughout their elementary school experience. Students who receive reading support qualify based on test scores, their classroom teacher’s recommendation, the Reading Specialist’s recommendation and the parent/guardian’s written permission.
Fountas & Pinnell assesses a student's competence in foundational reading skills. These skills predict later reading success. At College Hills Elementary, the Dual Language teachers administer F&P to all of their students four times a year. This will help monitor each student’s progression. Please note that all F&P testing takes place on a one to one basis. All kindergarten students will be tested for the first time the second 9 weeks of school.
THE BIG 5 IDEAS
There are 5 Big Ideas in Beginning Reading:
Phonemic Awareness: The ability to hear and manipulate sounds in spoken words
Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words
Fluency with Text: The effortless, automatic ability to read words in connected text
Vocabulary: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning
Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning
READING TERMINOLOGY
Source: National Institute for Literacy's A Child Becomes a Reader (http://lincs.ed.gov/publications/pdf/reading_pre.pdf )
alphabetic knowledge - Knowing the names and shapes of the letters of the alphabet
alphabetic principle - The understanding that written letters represent sounds, for example, the word big has three sounds and three letters
big books - Oversized books that allow for the sharing of print and illustrations with a group of children
blending - Putting together individual sounds to make spoken words
comprehension -The ability to understand and gain meaning from what has been read
decodable books - Books that are made up of words that contain only the letter-sound relationships that the children are learning, along with a few words that are taught as sight words
decode - The ability to recognize and read words by translating the letters into speech sounds to determine the word's pronunciation and meaning
developmental spelling -The use of letter-sound relationship information to attempt to write words
emergent literacy -The view that literacy learning begins at birth and is encouraged through participation with adults in meaningful reading and writing activities
environmental print - Print that is part of everyday life, such as signs, billboards, labels, and business logos
experimental writing - Efforts by young children to experiment with writing by creating pretend and real letters and by organizing scribbles and marks on paper
explicit instruction - Direct, structured, systematic teaching of a task
fluency - The ability to read text accurately and quickly with expression (Treasures/DRA)
graphic organizers - Diagrams that visually represent the organization and relationships of ideas in a text
invented spelling - The use of letter-sound relationship information to attempt to write words(working with words)
irregular words - Frequently used words that don't follow the letter-sound relationship rules that children are learning
leveled books - Books that have been assigned a particular level (DRA Assessment Correlation is by a number and a letter) intended to indicate how difficult the book is for children to read
literacy - Includes all the activities involved in speaking, listening, reading, writing, and appreciating both spoken and written language
Reading Intervention Programs:
Instruction includes:
letter/sound associations
blending (sounding out words)
word patterns- correlating with the Words Their Way (Palabras a su paso) spelling words
tricky words (irregular words)
controlled passages
word list reading
quick drill/reverse using sound cards
dictation of sounds and words
Reading A-Z
Reading A-Z offers thousands of professionally developed downloadable books (including English and Spanish versions) and quality teaching and learning materials. Reading A-Z is designed to provide supplementary materials from early emergent through fluency. In addition to the K-6 market, Reading A-Z materials have found widespread use at a range of grade levels in special education and special needs, remedial reading, ESL and ELL, and foreign language.
Reading A–Z is a great addition to the reading program. It has wonderful fiction and non-fiction selections, worksheets, benchmark books for each level, and comprehension quizzes. It is important that children have a reason to read, and the activities for each book are making the students realize that we do have to go back to the text for deeper understanding of what we read.
Reading A-Z.com offers:
Leveled Readers
Benchmark Books and Running Records
Reading Lessons and Worksheets
Phonics and Phonemic Awareness Materials
Poetry Books
Alphabet Materials
High-Frequency Word Books (Sight Words)
Vocabulary Books and Activities
Fluency Passages
Reader’s Theater Scripts
Assessments
Choosing Good Books
Here are some tips for helping your first or second grader choose books that are just right…
- Choose books that appeal to your child’s interests
- Look for book at their reading level (Level that is assigned to the student) * see chart
- Kids LOVE “how-to” books
- Find text that is clear to read
- Encourage them to read more about their favorite character or from favorite authors
- Beginning readers love to read stories that they heard when they were younger (think fairy tales)
- Fun, colorful illustrations are always inviting to beginning readers
RULE OF FIVE
At school, we help students to select “just right” books, meaning books that they should be able to read on their own or with minimal help. We ask them to read the first page or two and keep track on their fingers how many words they miss. If they are missing FIVE or more words, then this book might be better for a read aloud with someone and we might try to find an easier level for reading on their own.