We all have a range of readers in our class no matter what grade we teach! We could have struggling readers, Second Language Learners, advanced readers, Special Ed students all in the same class! We have to meet the needs of ALL of our kids! One way to do this is through independent reading and scaffolding expectations so that all learners feel successful.
Set I of this product contains reading logs for re-reading and fluency and logs for more advanced readers that allows the reader to track time, pages read, genres and more!
The re-reading logs would be geared toward students on levels A-I (Fountas & Pinell). These learners would be re-reading instructional leveled texts that you have taught them. These logs look different in that most of the logs just require a tally mark after every time the student finishes a book. Kids at those levels are reading text that are not as meaty as books begin to get around level J/K.
SET 1: Included in this product are 4 different ways for kids to track their re-reading! Kids at these levels should have books in a bag (up to 5) that are on their instructional level and that they can practice during a week. I always had my students keep up to 5 books and when I was about to give them their sixth book, they returned their oldest book.
The following is an explanation of how to use each log from the preview the black letters A-D
A) Kids write the title of a book from their bag (this has to be an instructional level text) on the log and throughout the week they try different activities. Once they have completed one of the activities, they mark an “H” for home and an "S" for school, depending on where they did their reading.. The activities should be modeled by you first. “I made a movie in my mind.” helps the reader to “see” what is happening in their head. “I read and retold” is the 5 finger strategy (setting, characters, problem, events, solution OR character, setting, beginning, middle, end OR whatever you teach to be the 5 finger retell method) If it is an informational text-5 facts; one for each finger. “Read like a story teller” is a teaching point that you will have done when teaching fluency. “I looked at the pictures and thought about what I saw.” This is similar to a picture walk prior to reading but helps kids build their comprehension through illustrations. “I used a Post-it to show my thinking”-This is when you model in your small groups, words that stick out, favorite parts, dislikes, puzzles, wonderings etc. This can be done with “Quick Draws” on a Post-it. “I read the way the character felt”. This helps the reader to use the setting and dialogue to read it with the feeling that mirrors what they character is feeling. For nonfiction, I would tell them to read like an expert.
B) These logs where kids write the book titles from the books in the bag (or you can) and every time the student reads, they make a tally mark.
C) This is a log between home and school. Kids need many opportunities to practice their reading. On this log, kids just indicate with a tally mark how many books or times they read at home and school. This is great data!
D) This is absolutely one of my favorites! With these little cards I would print and laminate and put them in their book bags. Every time you teach a new book, you put a Post-it on the back cover before you send it home. The book is then added to the student’s book bag and every time they finish a book they make a tally mark on the Post-it. The cards are just helpful reminders! These logs are also especially helpful for beginning Second Language learners that we all have in EVERY grade! An explanation for each log is included in this product.
Thanks for stopping by and Happy Reading!
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