Sask. Reads Instructional Approaches in My Classroom

The Saskatchewan Reads: A Companion Document to the Saskatchewan English Language Arts Curriculum – Grades 1, 2, 3 is a document that every Saskatchewan teacher should familiarize themselves with. It highlights curriculum connections, learning environments, big ideas of reading, assessment for, as, and of learning, instructional approaches, and interventions. Today I want to focus on how I use the instructional approaches in my classroom.

There are four instructional approaches aligned with the Gradual Release of Responsibility (GRR):

  • Modeled Reading – “I Do”
  • Shared Reading – “We Do”
  • Scaffolded/Guided Reading – “We Do Together”
  • Independent Reading – “You Do”

Utilizing the GRR allows the teacher to “gradually transfers increased responsibility to the students” (Saskatchewan Reads, 2019, n.p.). It is an evidence-based strategy that allows for student growth and achievement.

Modeled Reading involves verbalizing reading strategies and thought processes in a planned way while reading to the class. Basically, the teacher is repeatedly practicing the reading skill(s) that students will eventually be expected to do. This can be accomplished through various forms of literature across any subject matter. It extends beyond a simple read-aloud because reading behaviors are emphasized, modeled, and then practiced by students afterwards.

Modeled Reading in My Classroom: One of my favorite modeling lessons involves fairy tale stories. I like to use fairy tales because students are often familiar with them and there are many different versions. During a reading of the Three Little Pigs, I modeled ‘skippy frog’ (skip the tricky word, read to the end, and then go back and try again) and ‘chunky monkey’ (chunk the words into smaller parts that you know). The comprehension strategies that I focused on were retelling in order (sequencing) and using prior knowledge. I am expecting my students to start using these strategies more independently and modeling them is the first step. The next day I modeled another version of The Three Little Pigs and emphasized comparing/contrasting in addition to the other strategies.

Shared Reading involves using different genres to share in reading and strategy use. It goes beyond choral reading or round-robin reading because the students and teachers are working together and the teacher continues to model their thought process.

Shared Reading in My Classroom: My students love poems and this genre is often perfect for shared reading. We read the poem “Straw, Sticks, and Bricks” which also supported their comprehension. I modeled the poem the first day utilizing ‘stretchy snake’ (sounding out the words) and ‘flippy dolphin’ (changing the vowel sound). Then the next day we reviewed the events of the poem together and any phonics generalizations. Students then got a chance to share in the reading. Afterwards, students practiced the reading strategies that we had been focusing on with our reading strategy cards.

Decoding Strategy Cards purchased from: https://www.teacherspayteachers.com/Product/Decoding-Strategy-Task-Cards-Includes-7-Strategies-Posters-and-More-3395143?aref=1rpj2ve4

I also will be completing this sentence strip One Pig, Two Pigs book with the students to further practice our strategies in a shared way. Sentence strip stories lend themselves nicely to all four instructional approaches, especially when repetition occurs.

Scaffolded/Guided Reading involves targeted reading instruction in flexible groupings based on student needs. Students practice reading and reading strategies through a variety of content areas and leveled books. Instructional time and lesson focus varies based on group needs and teacher observations. This extends beyond round-robin reading because students can work at their own pace and the strategies taught apply to reading opportunities beyond that specific text.

Guided Reading in My Classroom: For Guided Reading (and Levelled Literacy Intervention), I used different levels of The Three Little Pigs based on student needs and we read them in their flexible groupings. Students got a chance to practice our previous reading and comprehension strategies, such as compare/contrast. We always read the books two days in a row before students take them home to share with their parents. On the second day, students will write about their reading to solidify their comprehension. The second reading also helps develop their confidence and fluency.

Independent Reading involves students selecting “just-right” texts and then applying their reading strategies independently. This differs from silent reading because of the discussions, written reflections, and goal-setting that occurs between students and their teacher.

Independent Reading in My Classroom: My independent reading time is scheduled alongside guided reading typically. I have a classroom library of over 500 books that students can choose from. Students read for 7-10 minutes and then conference with a peer for 3-5 minutes about what they read. They can also engage in a shared read or read-aloud at this time. I leave five minutes at the end of each guided reading lesson to check-in with students about what they read and what strategies they used. I use the attached document to conference with students about what they read and if it was the right fit. Sometimes I need to ask further comprehension questions but I like that this document ties back to our classroom anchor chart.

It can be this simple to use the four instructional approaches in your classroom! This concept can be applied to other genres, countless subjects, and any story (whether the reading materials connect or not)! I am planning to repeat this structure when reading Goldilocks and the Three Bears. Be sure to check out Saskatchewan Reads and please feel free to leave a comment about how you use the four instructional approaches in your classroom!

Classroom Library

Today we will be talking about classroom libraries! The Saskatchewan Reads document states that “libraries play an important role in supporting and engaging students as readers. “They provide environments rich in information, literature, and technology that, together with effective instruction, enable students to achieve curriculum learning outcomes and acquire the attitudes and skills for lifelong learning” (Saskatchewan Ministry of Education, 2008, p. 1).” It is recommended to have books around the room, in addition to on the shelf, and students can assist with this book selection. I plan to display books on top of the shelves once I have read them aloud to the students. Another option is to switch out books based on current units of study and/or student interests. Routman (2014) states that “excellent classroom libraries” should be of top priority “ahead of the latest technology, resources, programs and standards. It is only through wide, self-selected reading that we will produce proficient and joyful readers as well as writers” (p. 99). It has been one of my main back-to-school priorities, as I know the importance of a well-stocked and organized classroom library for student literacy achievement.

 

My classroom library has both leveled books (blue bins) and interest books (green bins). Students select from both blue and green bins to fill their individual pouches so that during guided reading they have books to keep them engaged and improving during read-to-self and partner reading. Having students self-select these books regularly helps avoid interruptions to my guided reading lessons, as students are excited to read. Students get to choose where to sit, whether it is the reading cubbies, couch, Tipi, swivel chair, standing desk, carpet, or pretty much anywhere but the roof! We even get to enjoy the outdoor classroom space in the fall and summer.

 

When students are both comfortable and interested, classroom management takes care of itself. Well… pretty much. We do have to go over stamina training (graphing time on-task to meet a class duration goal) and lessons on the “Right Fit” books using the 5 Finger strategy. 

Scholastic notes that “experts claim a classroom library should have at least 20 books per student, so a typical class of 28 students would have a classroom library of close to 600 books.” While that may seem like a lot of books, 20 books per student is on the lower end, especially when considering the diverse learning needs in our classrooms. I am proud to say that I have grown my classroom library to 500 books over the past three years. I found the best sources are garage sales, family members and friends with young children, and talking to administration. As a Student Support Teacher, the number of students that I serve varies so 500 books feels like the right amount… for now!

The changes I made this year to my classroom library were to my green bins, or interest book sections. I created more sections so that books can be found easier. I used to put multiple categories in a bin but this just didn’t work for student put-back. Using the labels I found, I created 12 categories: Friends, Family, Cultures/Canada, ABCs, Math, Weather/Seasons, Animals, Fiction, Feelings, Good Character, School Stories, and rhymes and poetry. There are many other categories but I found these worked best with my previous system. The labels were easy to use and I printed the bin labels on Avery 8168 labels. The corresponding book labels were printed on Avery 8293. Everything printed well and it looks visually appealing but not too distracting (in case you are interested in these labels for your own classroom).

 

My hope is that students will be able to select books that they are interested in and also put them back in the correct bins. I will explicitly show them how to select and re-shelf books. At this time, I will also explore with students the books that can be found in each section and we will move books around if needed so that it makes sense to the kids. The system is self-explanatory enough that educational assistants, substitute teachers, co-teachers, administrators, and parents will be able to come into my room and select and re-shelf books to read with learners without me having to explain things. This should help books stay where they should.

My blue bins, or leveled books, are relatively the same as last year with a color-coded dot that roughly correlates to 2 levels of Fountas and Pinnell. I am not too worried about each book being precisely leveled as students will learn how to select “Just Right” books. The idea is that they are reading books that are within their level so that they can build fluency, maintain comprehension, and feel successful, albeit while still being challenged.

Class 18

I am beyond excited to share the classroom library with a new set of learners and some returning friends! As I always say, reading is succeeding!