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6th Grade Guided Reading: Comprehension, Vocabulary, and Guided Writing, Oh My!

In this ongoing guided reading course, students will work on comprehension skills, reading fluency, vocabulary, writing and decoding skills in a small group setting. DRA Level 50/Fountas and Pinnell levels VWX will be used.
Ms. Marni M. Ed. in Reading
Average rating:
5.0
Number of reviews:
(5)
Class

What's included

2 live meetings
1 hrs 10 mins in-class hours per week

Class Experience

Small group reading instruction is one of the best ways to increase reading proficiency. This additional "dose" of reading instruction will complement the instruction your child is receiving with you or their classroom teacher. Your child does not have to be in 6th grade to take this class. Look at the examples below to see if the text level for this class is appropriate for your child. (Note: These are not the texts I will use for instruction.) I will adjust the text based on the group's needs.  

Examples of the text level that will be used in the class:
Maniac Magee by Jerry Spinelli
Many Waters by Madeleine L'Engle  
Mrs. Frisby and the Rats of NIMH by Robert O'Brien
Percy Jackson series (i.e., The Lightning Thief) Rick Riordan
 
This class is listed as being 35 minutes long. However, classes may be as short as 30 minutes or 40 minutes, depending on the text and the reading rate of participants.

I've taught guided reading groups as a classroom teacher and a reading specialist with success. This small group format lets me get to know your reader better yet allows them to talk about their reading with peers. We work on comprehension monitoring, comprehension skills, developing vocabulary, decoding strategies, and guided writing focused on enhancing comprehension and retention. I teach the students before me, meaning I follow their lead and tailor my lessons to fit their needs.

We will be reading early 6th-grade level short text each session. In each lesson, students will read a different text, reread the same text to build comprehension and fluency, allowing for scheduling flexibility. I will start by using stories from Reading A to Z and digitally provide the texts in each class. There is no need to buy books. However, students may want to have a book of their choice by their computer to read if they finish before the rest of the group.

Each class will follow the following format: 
*We will begin with a book introduction so that the students are familiar with the text before reading it. The book introduction may include looking at pictures and making predictions based on the title and the story's first paragraph.
*I'll introduce any new vocabulary that the group will need to understand the text. I'll define the word, connect it to the real world, show how it works in the story's context, and have students turn and talk, using the target word in their conversation.
*I'll model a comprehension strategy for the students. We may use the same strategy over several sessions.
*The students will read the text to themselves. Then, I will briefly meet with individual students, prompting them to use strategies that they have learned.
*We will discuss the text or write about the story. If we write about the story, I check in with students to ensure they apply grammar, spelling, and punctuation skills and assist them when necessary.
*I will give a preview of the next lesson. 
*After the lesson, I will note if the text was too complex, appropriate, or easy for the students. I will also write down the focus for future lessons based on my observations and note, which I would like to work with during the next session.

We will read books from Reading A-Z. You do not need an account. The following is a list of texts that students currently taking the class have chosen to read. Titles are listed through the end of January. However, the class will run until June.

* Week of November 21st- The Girl Who Became a Computer (No class on November 24th)
* Week of November 28th- Rescue on the Ice; Stubby the Hero
* Week of December 5th- Apollo 11; Private Spaceships
* Week of December 12th-Camp Nowhere; Life Beyond the Wall
* Week of January 9th- Mystery of King Tut; You Can Print What?
* Week of January 16th- Great City Fires; Influenza
* Week of January 23rd- Violent Weather; Wordsmith, Private "I"
* Week of January 30th- Blackbeard's Doom; Daniel Inouye: A Hero From Hawaii
*Week of February 6th- Amelia Earhart: Across the Atlantic; Harriet’s Escape

Learning Goals

These are possible learning goals. Goals will vary based on the needs of the students.

The student will use effective oral communication skills in a variety of settings. 
a)	Listen actively and speak using appropriate discussion rules.
b)	Participate as a facilitator and a contributor in a group.
c)	Participate in collaborative discussions with partners building on others’ ideas. 
d)	Ask questions to clarify the speaker’s purpose and perspective.
e)	Work respectfully with others and show value for individual contributions.

The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
a)	Identify word origins and derivations.
b)	Use roots, affixes, synonyms, and antonyms to expand vocabulary.
c)	Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
d)	Identify and analyze the construction and impact of figurative language.
e)	Use word-reference materials.
f)	Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 

The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.
a)	Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. 
b)	Describe cause and effect relationships.
c)	Explain how an author uses character development to drive conflict and resolution.
d)	Draw conclusions and make inferences using the text for support. 
e)	Compare/contrast details in literary and informational nonfiction texts.
f)	Use reading strategies to monitor comprehension throughout the reading process.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
a)	Skim materials using text features such as type, headings, and graphics to predict and categorize information. 
b)	Identify main idea.
c)	Summarize supporting details.
d)	Create an objective summary including main idea and supporting details.
e)	Draw conclusions and make inferences based on explicit and implied information.	
f)	Differentiate between fact and opinion. 
g)	Identify cause and effect relationships.
h)	Analyze ideas within and between selections providing textual evidence.
i)	Use reading strategies to monitor comprehension throughout the reading process.
learning goal

Other Details

Parental Guidance
Students do not need a Reading A-Z, Google Jamboard, Google Docs, Google Slides, Google Forms, or Google Drive account to access class materials. Parental permission is needed to use Kahoot and Nearpod in class. Kahoot nor Nearpod requires you to have an account.
Supply List
Students will write in online journals (Google Slides) so that I can provide immediate feedback. Students may want to have a book of their choice by their computer to read if they finish before the rest of the group.
External Resources
In addition to the Outschool classroom, this class uses:
Sources
I will provide online pdf copies of Reading A-Z articles during each class. Students do not need a Reading A-Z, Google Jamboard, Google Docs, Google Slides, Google Forms, or Google Drive account to access class materials. Parental permission is needed to use Kahoot and Nearpod in class. Kahoot nor Nearpod requires you to have an account.
Joined August, 2022
5.0
5reviews
Profile
Teacher expertise and credentials
Virginia Teaching Certificate in Elementary Education
Master's Degree in Education from Shenandoah University
Bachelor's Degree in Education from James Madison University
Hello! My name is Ms. Marni, and I am passionate about teaching children how to read. I have a bachelor's degree in Early Childhood Education from James Madison University. I also have a master's degree from Shenandoah University in Education. Shortly after I completed my master's degree, I became a certified reading specialist.

I have 33 years of teaching experience. I taught 2nd and 3rd grade for 14 years for Fairfax County Public Schools in Virginia before becoming a reading specialist/literacy coach for the district for 19 years. In addition, I designed professional development and curriculum at the school and district levels. My training opportunities include IMSE's Morphology and Orton-Gillingham training, Reading Recovery, Fundations, Just Words, and Read Well. I recently earned a graduate certificate in Education Policy from George Mason University.  

I enjoy spending time with my husband and our cats, Penny and Cookie, when I am not teaching. We are huge Washington Nationals fans, and we've had season tickets since 2005. In addition, I am a self-described nerd who loves all things Marvel and Star Wars. Finally, of course, I love to read.

Every student deserves to know how words work. I also firmly believe that all students benefit from rigorous comprehension instruction. Reading is more complicated than just sounding words out. By targeting intervention to what children need, their reading will improve.

If you have students needing special accommodations, please let me know before class so I can plan accordingly. I look forward to teaching your child!

Reviews

Live Group Class
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$13

weekly ($7 per class)

2x per week
35 min
Completed by 2 learners
Live video meetings
Ages: 10-13
1-4 learners per class

This class is no longer offered
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