Jasztalville
Reading and Writing Journey
|
Click
below to see some reading resources! Teachers, read a much longer explanation
in the resources section. The Jasztalville Reading Journey includes over 100
online activities for students to complete while in my reading class. They
cover skills like comparing and contrasting, main idea, visualizing,
predicting, cause and effect, and all the skills of QAR. It is also a section
that has a lot of resources for test preparation (the FCAT in Florida).
Parents are able to go to that page and help their children out with specific
skills at home as well. Our kindergarten book buddies page is an explanation
of how the program started between our class and Mrs. Kelley's kindergarten
class in the 2005-2006 school year (and an explanation of some of the
activities we complete together). Besides that, our classroom has nearly
1,000 beautiful books we use as resources when learning new reading skills in
our classroom. Duplicates of books like Shiloh are used for literature
circles and partner reading. We use journals in our classroom for reading so
we can learn to reflect on what we read and utilize the skills we acquire in
writing. Ms.
Jasztal loves these books: Mosaic of
Thought, Razzle Dazzle Writing,
Writing Whizardry, Guiding Readers and Writers, and The Art of Teaching Writing. Our
reading program at MES is Houghton-Mifflin. Our writing program is Write From
the Beginning. |
||
|
The
Jasztalville Reading Journey Here, we
have over 100 websites for you to visit to practice your reading skills.
There are also novel guides as well as mini-lesson skills that are explained.
http://teachingvision.org/readingwriting/reading.html |
Student
AND Teacher Work
Titanic
Stories, August-September 2006 http://teachingvision.org/readingwriting/titanicstories.htm Titanic
PowerPoint Presentation http://teachingvision.org/resources/titanic.ppt The “Lean,
Mean Expository Machine” A staple of Ms. Jasztal’s… that means a
necessity! http://teachingvision.org/resources/machine.ppt More
coming for the 2007-2008 school year! Examples: - Photos
of our reading skills charts - Photos
of students at “Open Mike” in writing class - Photos
of students working in their journals/on stories -
Students’ published stories, 2004-2008 - Reading
Literature Study Units - Centers - Of course the list doesn’t stop here, or I
hope not… |
Resources
Our
mini-lesson calendar for reading: http://teachingvision.org/resources/readingcalendar07-08.doc Jasztalville’s
Resource Link for Reading and Writing http://teachingvision.org/resources/reading.html Ms.
Jasztal’s Favorites: Features
of Informational Texts (Inspired by Fountas and Pinnell): http://teachingvision.org/resources/PDF/informational.pdf Reading
Skills Cause and
Effect Characterization
Comparing
and Contrasting Context
Clues Features
of Informational Texts Inferencing Just
Right, Challenging, and Too Easy Books Main
Idea/Supporting Details Schema Sequence/Order SQR(RR) Text
Features Visualizing |
|
The
Jasztalville Writing Journey
http://teachingvision.org/readingwriting/writing.html Our
Writing Mini-Lesson Calendar- http://teachingvision.org/resources/writingcalendar07-08.doc |
We keep
Writer’s Notebooks… Students
continually have ideas to spark their imaginations by having a writer’s
notebook. Students must have meaning when they write, or else their writing
will not be authentic. Students
sometimes work on prompts and guided lessons as well to simulate the FCAT
Writing exam. However, students are continually encouraged to find ways to
draw reader interest and utilize skills learned in mini-lessons.
-Something
you have strong feelings about -Something
you know a lot about -Something
you can describe in great detail -Something
your audience will be interested in -Something
your audience will feel was worth reading Inspiration
Bank- -Things
you have seen that are interesting -Close observations
of objects and people, capturing sights, sounds, moods, tastes, etc. -Memories
from places you have visited (vacations) (for example- Disney World, New York
City, camping in Georgia, mountains) -Writing
generated from photographs -Experiences
you have had with animals -Experiences
you have had with family -Setting
ideas and stories revolved around places we “visit” on our region tour and
virtual “field trips” -Family
stories that you know -Entries
about things you deeply care about -Celebrations
or victories -Dreams -What
fascinates you -Fantasy -Imagine
interviewing a person in history -Imaginary
field trips -Things you
regret, and things you are proud of. -Things that are easy and things that are hard. -Things you are good at and things you would like
to improve at. -Things you are an expert in and things you would
like to know more about. -The first time you ever did something and the
last time you ever did something. -Things you
do all the time and things you don’t do all that often |
Websites
for Teachers Mandy’s
Tips for Teachers Mosaic of
Thought Listserve Tools http://www.readinglady.com/mosaic/tools/tools.htm Organizers
and Charts to Improve Reading Comprehension http://curry.edschool.virginia.edu/go/readquest/strat/ Reading
Websites for Teachers [VERY extensive] http://www.liberty.k12.mo.us/mh/readingwebsites.htm From
Learner.org Suggested Mini-Lessons for Reader's Workshop Teaching
That Makes Sense |
|
Our Reading
and Writing Charts All
photographed for your viewing pleasure!
1- Text
Features; 2- Why We Choose Books; 3- Why We Abandon Books
4- Writer’s
Workshop Inspiration Bank; 5- Great Ideas for Writer’s Workshops; 6- Guidelines
for Reader’s Workshop; 7- Text Mapping
8- Writing
starters for reader’s workshop journals; 9- How to format Reader’s Workshop
assignments |
||
|
Our
Daily Schedule Writing: 20
minutes- Writer’s Workshop We cover a skill and meet as a group, either
in our meeting circle or in the seats in our classroom. 35
minutes- Students gather entries for their Writer’s
Workshop journal or work on an assignment that corresponds with the skill the
class is studying. Reading:
20
minutes- Mini-Lesson Skills 45-50
minutes- Centers (Snack Our
centers include… 1- Working with Ms. Jasztal 2- Reader’s Workshop Journals or Literature
Circles, depending on the week 3- Non-Fiction 4- Reading Scouts 5- Computers, Silent Reading/Journaling (20
minute split for the group) 6- Silent Reading/Journaling Group 1- 1,
2, 3, 4, 5, 6 Group 2- 2,
3, 4, 5, 6, 1 Group 3- 3,
4, 5, 6, 1, 2 Group 5- 5,
6, 1, 2, 3, 4 We are on a
6-day rotation because of our QUEST (Gifted) class where students are pulled
once a week. I prefer for students to have an equal opportunity to visit
centers. 25
minutes- Houghton-Mifflin Whole Group Instruction Copyright © 2007-2008 Ms. Jasztal Fonts used- Comic Sans and Rockwell Extra Bold |
||
)