I teach 3rd grade in Oklahoma. 3rd graders have to pass the end of the year test and here we are at Christmas and I have 3 out of 9 students projected to pass. (We use Star Reading as a benchmark and this is where the projection comes from.) I have no help what so ever from our special education department. I need kids tested for IEP's, but the school I'm employed at is not exactly the most competent.
My reading block is 90 minutes. I have no kids being pulled out. (Goes back to the competency of the school). I am required to teach out of a basal. I have no clue where to start to change my schedule to get more one on one time with my struggling students. My school has no aids so my other students have to be doing something also. I want to incorporate small groups, centers, or something to help more one on one.
My question for other 3rd grade teachers is how does your weekly schedule look teaching reading?
to 3rd grade!
Are you using a Daily 5 classroom management plan during your ELA block? You didn't mention it, so I wasn't sure. My whole district is required to follow it (in the elementary schools) during this block.
It will give you the opportunity to have small groups rotate through each "center" during the time, and you are one of the centers. I have my kids also write down what they have done in each area for the day to keep some kind of accountability. All of my things are at school or I would send them to you. f[/url]http://www.iss.k12.nc.us/cms/lib4/NC...or_dummies.pdf
This link gives you a quick idea of how to start it - its very slow in the beginning and will take time, but you have to it - it pays off!
If you are already doing this, sorry -
Welcome to PT! You'll get lots of great ideas here. I teach 3rd in MS and we have a pass/fail reading test at the end, too. It's pretty scary to think of one test making that much of an impact, so I understand your concern.
What do students do when they first come in? Do they trickle in a few at a time, or do they all come in at once? That's a good time to pull mine to read to me, work on skills, review tests, etc... I also have some reading a book on CD in the hallway (usually 3 at a time). There are so many that just don't get the practice at home.
You can still teach from a basal, but after reading it together one time, put the kids into small groups to read it together again, or answer questions about it. While they're doing that, pull the lower students to do one-on-one with you.
I also give mine a study guide at the beginning of the week - with spelling and vocabulary words on it. We play sparkle and play "swat" with vocabulary as a review - it seems to give mine motivation to study ahead of time . We also have whole class computer time every day for 30 min. in the lab - where I have kids on System 44 (lower readers), Starfall (sped), and Study Island (based on indiv. needs).
My schedule is mainly voc. and skill work on Monday, reading a story (either basal or other) on Tues. and more voc./skill/spelling, Swat and/or Sparkle with more skill work on Wed., review on Thurs. with indep. work at desk while I do small group or indiv. work at my table and others are on the computer and others are in the hallway on books/CD, test on Fri.
What exactly does teaching from the basal require? I've had to use one too when required to by my district but have been to use it and the Daily 5 also. Can you describe your daily schedule in class and kinda an idea of what you do each of the week for the basal?
This is JUST my reading schedule. This doesn't include grammar or spelling.
Monday: I go over our Vocabulary for the week with a power point and model how they are used in a reading passage from our book. (This passage is very short) I talk a little about the skill for the week but don't go too far into detail. They then do "Word work" in their Interactive notebooks.
Tuesday: We read the basal story. I teach the skill for the week that goes with the basal. They then do a workbook page over the skill and vocabulary.
Wednesday: We listen to the story. I review vocabulary and have a a class review with comprehension questions. I give a hand out called a Scavenger Hunt which has comprehension questions from the story.
Thursday: Test over Basal story. After the test I reteach/review the skill for the week and usually find some sort of activity/Handout/foldable for them.
Friday: They correct their test from yesterday. I will usually find some sort of comprehension pages for them to do.
Since you have 90 minutes for instruction, cut down your whole group lesson time to 30 minutes. With the other sixty minutes, do two 30 minute small groups or 3 twenty minute small groups (divided as best as possible according to reading level.)
The students who are meeting with you read from leveled texts and get supplementary instruction on the skill of the week or another skill as directed by data.
The students who are not with you do independent work, self-selected reading, self-selected writing, word work, listening station, or computer station.
By no means am I an expert, but have you considered doing Daily 5 (activities that your kids do while you do 'guided reading') and CAFE? It's a program by the two sisters that is REALLY REALLY good! I"m new at third myself but I've used in kindergarten and have seen other teachers use it in other grades. I"m about to start a modified version of it in my classroom. There are tons of resources to use on Teachers pay teachers...Hope this helps and good luck!