In a previous article Valorie explained the technique of looping in the classroom. As a reminder, looping is when one teacher teaches consecutive grades with the same group of children. This is typically carried out with first, second, and third grades. As a student I never experienced looping. I did have the same teacher for both sixth and seventh grades. However it was simply the teacher was changing grade levels rather than looping. As a teacher, I have also not experienced looping. However, the school that I carried out my kindergarten practicum with practiced looping in the first, second, and … Continue reading →

It seems to be a common complaint among some students that the teachers do not teach on the level that is needed. It is often said that the teacher may teach “over the students’ heads”. This phrase is particularly common when discussing high school and college level courses. So what does it mean for a teacher to teach over the heads of the students? When one uses this phrase, it means that the teacher is not giving good explanations of the material that is being taught. It does not mean that the teacher is not knowledgeable or qualified in the … Continue reading →

Before beginning a discussion about the skills that third grade students should be able to accomplish, there are a few more skills in which second grade students should know. Continuation of Writing At this age students should be able to begin making good judgments about what types of things to include in their writings. They should be able to edit their own work and take part in conferencing about what was written. The children at this level should be paying attention to writing mechanics such as punctuation. Vocabulary Second grade students are eager to learn and use new words. They … Continue reading →

My recent discussion about reading in the primary grades has brought us up to the skills that students should learn by the end of the second and third grade. Remember that these skills are not to be used in determining whether or not a child should be promoted to the next level but to get a better idea of how the child is progressing in terms of reading. I will begin by examining the skills that students should be able to complete by the end of second grade. Phonics By the end of the second grade students should be able … Continue reading →

In conjunction with the previous reading series discussions, I have given some tips and ideas for enhancing reading instruction. One method that teachers can use to help children make more sense of what they are reading is to introduce students to story maps. In the beginning teachers can model using a graphic organizer such as a map. The teacher can then explain to the students its usefulness and when it would be appropriate to use. The students can then practice using a map on their own. Using a simple story map that describes a selection’s elements such as setting, characters, … Continue reading →

Previously I began discussing the last of the primary level reading classroom instruction. The article began focusing on students and teachers in the second and third grade classrooms. I began giving some details on how reading instruction at these levels should appear. Spelling and Writing At this age, students should be participating in many various writing activities. The teacher should encourage students to write for a variety of reasons and in a variety of forms. The children can take part in reports, poetry, creative stories, personal narratives, and more. The teacher should be pointing out spelling patterns and directing students … Continue reading →

Over the past several weeks I have been placing much emphasis on reading. The series began by examining the various aspects of reading and reading instruction. I then began taking a closer look at reading in the primary grade levels. The most recent reading articles pertained to reading at the kindergarten and first grade levels. In this article I will wrap up the primary reading classroom instruction with discussion about second and third grade reading. By the time that a child reaches the second or third grade, reading has become much more complex. The children should be able to read … Continue reading →

Previously I gave some insight into the first grade classroom. I discussed listening, speech, books and print and writing. All of these are very important to the development of a child’s reading skills. Students in the first grade should be able to quickly name the letters and sounds of the alphabet. They should be using these skills when carrying out their writing and spelling. The teacher should instruct the students on appropriate times to use uppercase and lowercase letters. Segmentation, blending, phoneme addition and deletion, and phoneme substitution should all be carried out in the first grade classroom. The teacher … Continue reading →

When discussing the kindergarten classroom, I gave an overview of skills that most children should be able to carry out by the end of their kindergarten year. These skills are the skills that lead to a successful reader. However they are only to be used as a guideline to measure your child’s level. The following are skills that children should be able to do at the end of their first grade year. Books By this age, children should be able to distinguish between individual letters and words. They should be very well aware that letters are placed in a certain … Continue reading →

I have been placing a major emphasis on reading in last several articles. Reading is a very important aspect of education, especially in the primary years. My last reading articles focused on reading and the kindergarten classroom. I will now turn my attention to the first grade level of reading. At the first grade level students are ready to take part in more intense reading instruction. At this level students and teachers will work with listening and speaking skills, books and print, alphabet, phonics, spelling, writing, vocabulary, and comprehension. Students in the first grade need many opportunities to speak and … Continue reading →