English Language Arts

**All ELA subjects (Reading, Writing, and Word Study) will be taught by Ms. Church**

In my classroom, I use the Daily 5 reading structure to ensure students are being provided with many opportunities to expand as readers. This approach is called in educated a balance literacy approach. Simply put, students will be reading in many different ways. I start my Reader’s Workshop time with a mini-lesson (5-10 minutes).  During this time I focus on a reading strategy/skill to share with the whole group.  (FYI:  I do a Writer’s Workshop prior to my Reader’s Workshop time so my mini-lesson focus during this time is READING instead of writing. I think it is very important for students to practice word work and writing BUT it has to be in the context of reading. The best part about using the Daily 5 components:  Students spend most of their time READING to themselves, READING with others, and listening to fluent and expressive READING!  It also lends itself well to differentiation.  I don’t ask all students to practice word work or writing work daily BUT have conferences with particular students that need this extra support.  I schedule my day so that reader’s workshop follows writer’s workshop.  For the students that need those extra minutes of writing (after Writer’s Workshop is finished) they may choose “Work on Writing” as their first choice.  After the mini-lesson, students select or I assign 2-3 choices (depending on time) for Reader’s Workshop that day.  My goal is to have 3 choices/rounds each day.  I have a chart on the SMARTboard where students make their choice or for them to see where I have assigned them. Click here for more information on Daily 5.

Mondo, our supplemental reading program, incorporates the Reader’s Workshop philosophy with small group instruction, similar to Guided Reading. Mondo has a terrific library of leveled books along with my own to provide students with many diverse reading materials. The purpose of Mondo is not just as a library, but to act as a program including whole class lessons and guided reading skills. Guided reading provides a daily opportunity for teachers to help small groups (four to six students) to talk, read, and think their way purposefully through a text. This instructional strategy is crucial to enabling students to become fluent, established readers. In guided instructional reading, teachers support a group of students as they use strategies modeled in shared reading to read the text independently. The aim is always to help students understand what they read. It is a time to help them learn more about how to read, as well as what to do with the information they have read. The teacher’s role is crucial in both preparing for the session and in teaching, observing, and supporting each individual during the session (mondopub.org). The Guided Reading approach also uses assessment pieces, such as the Developmental Reading Assessment, to evaluate growth and difficulties for individualized differentiated instruction.

During Guided Reading groups, I shall individually work with each child to ensure reading growth. As students work with me in these groups, other students shall be developing as readers as well! My literacy structure for each lesson follows the Daily Five approach, which means every student will Read to Self, Read to Someone, Work on Writing, Listen to Reading, and Word Work. Each of these components are essential to ensuring Fluency, Vocabulary, Phonics/Phonemic Awareness (understanding of how to decode words), and Reading Comprehension.

Reciprocal Instructional Reading is apart of the MONDO reading program and is based on the understanding that discussion is the responsibility of the reader after reading. With RIR, your student will make reading more meaningful by drawing connections and honing in on comprehension reading strategies. RIR is taught primarily during Guided Reading Instruction time and focuses on the four main comprehension strategies: predicting, questioning, clarifying, and summarizing. For more information on improving comprehension, check out this website (Comprehension Strategies) for a list of target strategies and explanations as to how they are taught in my classroom.


  • Reading Journals – one-two times a month I will assess their responses to independent reading using the rubric in the front of their journal.
  • Monitoring personal goal progress – students are required to set their own personal reading goals for the unit. Each goal will be monitored to ensure it is challenging and accurate for the student.
  • On-demand literary skill quizzes – these are small assessments on a skill taught throughout the unit.
  • Leveled goal progress – using the Teacher’s College literary assessment, I will monitor each students reading comprehension and accuracy growth according to level.
  • Dibel’s Fluency Assessment – using the Dibel’s literary assessment, I will monitor each students fluency growth. This will ensure their pace of reading is accelerating throughout the school year.
  • Time For Kids quizzes – every other week, students will be reading Time for Kids magazines to test their reading comprehension and vocabulary skills.
  • Wordly Wise – every other week, students will be given a list of vocabulary words they must master by the end of the week for a quiz grade.
  • Book Projects – these will come once a marking period and count as a test grade.
  • Reading Log – Once a month, I will collect a reading log to be completed at home with signature by parent. This will count as a homework grade.


Reading Log – This is the weekly Reading Log each student is required to complete for homework. The logs count as a test grade at the end of the Marking Period.

Reading Lists – Lists of book recommendations based upon the reading level of your student.

Reading Strategies – Some strategies to ask your reader at home during Log time.

Reader’s Theatre Scripts – A fun way to learn reading through plays.

Response Starters – A few great questions to ask your child after they have completed their night’s reading log.

Reader’s Notebooks – How we use Reader’s Notebooks in my classroom

Dibel’s Reading Fluency – A reading assessment program to evaluate each students fluency progress throughout the year.

Common Core Activities