Grouchy Ladybug

Student Reading Sample: Kindergarten - Response to Literature

The Task

Student Sample Transcript

The Grouchy Ladybug

The Ladybug was Grouchy to the othr Ladybug
he keeep saying
Do you wont to Foit?
Then he trn to a FrinLee Ladybug
I like Thiss BOOK because it RemiNDS me of
When I see Ladybugs and I kachs Them in a Jar.

Students were asked to retell, in writing and through the use of illustrations, The Grouchy Ladybug, by Eric Carle.

What the work shows

Strengths of this student's Reading Response

• With words and pictures, the student recounts three key events from the book.
• The student makes a personal connection to the text with the reference to catching ladybugs in a jar.
• The student spells high-frequency words correctly and represents other words phonetically ("FinLee"/friendly and "kachs"/catches), includes spaces between words, and shows an awareness of punctuation.

Teachers will

• Establish a 30-minute daily Language Skills Block where systematic and explicit phonemic awareness and phonics instruction is provided.
• Establish a daily one hour Reader's Workshop and a 45 minute Writer’s Workshop.
• Create a classroom environment that supports Reader's/Writer’s Workshop.
• Support students as they reflect and articulate on how to become better readers and why reading is significant and valuable in life.
• Develop mini-lessons where students learn how to use the early reading strategies needed for improving their reading ability and understanding of text.
• Use frequent assessment to guide instruction.

Independent Reading

• Develop lessons on how to select books for independent reading.
• Hold one-to-one reading conferences consistently with students.

Guided Reading

• Select and introduce texts.
• Observe and listen to students while reading.
• Teach specific skills after they have finished reading.
• Help students to expand their understanding of text.
• Provide word work.

Literature Study

• Offer book talks that engage the students’ interests.
• Demonstrate routines that foster good group discussions.
• Create charts during or at the end of the discussion that make the learning visible.
• Introduce and model various structures for responding to literature.

Speaking, Listening, and Viewing

• Work collaboratively with the media specialist to integrate technology into the curriculum.
• Provide opportunities for students to prepare and deliver individual presentations.