<p>H. Billingsley South Anna Elementary</p><p>Quick Self-Reflection for the Teacher of Emergent/Beginning Readers:</p><p> My students spend most of their time during the Reading/Language Arts block engaged in authentic reading and writing. </p><p>Phonemic Awareness/ Word Study:  I imbed familiar poems, nursery rhymes, and songs into my instruction daily to teach phonemic awareness and concept of word (emergent readers)  I engaged students in the daily practice of the manipulation of language sounds: rhyming, segmenting, blending, categorizing, comparing and contrasting (beginning readers) Comprehension:  I model comprehension strategies daily through think-alouds during whole-class mini- lessons  I hold reading conferences with small groups of students and/or individual students Vocabulary:  I directly explain the meanings of new words and provide frequent and varied opportunities for students to think about those words and connect them to concepts already known, using concrete examples (pictures/artifacts) when possible Fluency:  I provide opportunities for my students to reread familiar texts each day to increase automaticity in word recognition (emergent readers) and accuracy in decoding (beginning readers). Writing:  I provide student-choice in writing selections, and my students write daily.  I hold writing conferences with small groups of students and/or individual students. </p><p>Quick Self-Reflection for the Teacher of Transitional Readers:</p><p> My students spend most of their time during the Reading/Language Arts block engaged in authentic reading and writing. </p><p>Phonological Awareness & Word Study:  I provide explicit, daily practice embedded in authentic reading and writing tasks that help students consistently apply phonics principles Comprehension:  I model comprehension strategies daily through think-alouds during whole-class mini- lessons  I hold reading conferences with small groups of students and/or individual students to show students how to monitor their own comprehension and to guide them in applying comprehension strategies. Vocabulary: H. Billingsley South Anna Elementary</p><p> I directly explain the meanings of new words and provide frequent and varied opportunities for students to think about those words and connect them to concepts already known.  I provide opportunities for students to hear or use words in natural sentence contexts. Fluency:  I provide opportunities for my students to reread familiar texts each day to increase accuracy in decoding. Writing:  I provide student-choice in writing selections, and my students write daily.  I hold writing conferences with small groups of students and/or individual students. </p><p>Quick Self-Reflection for the Teacher of Independent Readers:</p><p> My students spend most of their time during the Reading/Language Arts block engaged in authentic reading and writing. </p><p>Phonological Awareness & Word Study:  I provide explicit, daily practice embedded in authentic reading and writing tasks that help students consistently apply phonics principles Comprehension:  I model comprehension strategies daily through think-alouds during whole-class mini- lessons  I hold reading conferences with small groups of students and/or individual students to give students feedback on how effectively they are using comprehension or reading strategies Vocabulary:  I teach strategies that lend to independent word learning.  I assist students in studying concepts rather than single, unrelated words. Fluency:  I provide opportunities for my students to reread familiar texts each day and instruct the appropriate use of prosodic features such as stress, pitch, and phrasing. Writing:  I provide student-choice in writing selections, and my students write daily.  I hold writing conferences with small groups of students and/or individual students. </p>