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Method of developing reading skills
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This years group of students have by far been the “neediest” that our school has had. The reason I say neediest is because there are a large number of students who are reading significantly below reading level and some who are barley learning to read. Since I am in a secondary school, the primary educational resources and knowledge on how to teach kids to read is missing. Being a second year teacher with barely any experience in teaching how to read, I am one of the teachers that does not know how to teach these students how to read. By furthering my education, I am making it a goal to learn how to teach reading in a secondary setting.
One additional goal I have in completing my graduate studies is doing so in a timely manner which will
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Students at East Brooklyn Community High School literacy level are very low. Students have trouble comprehending material, analyzing, writing, reading and using vocabulary words. Each lesson plan throughout a unit targets a learning strategy. My goal is to attack the use of vocabulary and building inquiry so students can become better reader and writers. Going into fieldwork my over arching question is How can I engage students to build confidence to have a successful education at EBC High School despite their failures prior to attending EBC High School? Students come to this transfer school because formal high school did not work for them. My goal as a teacher at EBC High School can be somewhat challenging with students coming in with financial,
For my community involvement project, I volunteered at Memminger Elementary School for a program called “Reading Partners.” The program focuses on helping children build strong literacy skills to carry with them into their academic careers. It requires the tutor to read to the student that has been assigned, and in turn, the student reads to the tutor. The program assists in teaching the students valuable reading skills. Being able to read is critical to a child’s educational success.
The seven pillars of effective reading instruction are an important base to an effective and engaging classroom. Teachers, who are able to apply each of these pillars to everyday learning in the classroom, reach their students and provide instruction in meaningful and approachable ways. Each of these pillars provides important ideas and information that work together to create an effective learning environment in the literacy classroom. By accessing and including each of these pillars in my classroom environment, curriculum and instructions, students benefit from the more effective reading instruction possible.
Today schools across the nation are seeing more and more students from diverse backgrounds. Many of these students are struggling in many subject areas especially in Reading. As teachers, it is our responsibility to make sure students acquire the reading skills they need to make them successful students. One way according to the article is teachers need to implement core reading programs in their classroom which will benefit these students. “Teachers implementing core reading programs can enhance instruction for culturally and linguistically diverse students by mindfully using cooperative learning and engagement strategies to respect students’ cultural learning and communication styles” (Toppel, 2015, pg.
Reading is a critical skill that provides a framework for interdisciplinary learning and success throughout one’s schooling and into adulthood. Research indicates that students who are proficient readers also tend to perform well in other domains, such as mathematics and science (Melekoglu, 2011; Valleley & Shriver, 2003). Students who have difficulty reading at the primary level will likely have low achievement outcomes as they progress to the upper grades (Fuchs, Fuchs, & Kazdan, 1999; Melekoglu, 2011). Mastering remedial reading skills becomes increasingly difficult as students move from primary to intermediate grades where the focus shifts from learning how to read to reading for the purpose of acquiring content-specific knowledge (Chall, 1983; Deshler, Palincsar, Biancarosa, & Nair, 2007; Lee, & Zentall, 2012; Lenz & Deshler, 2004; Melekoglu, 2011). Building motivation to read in students may result in higher levels of reading frequency and achievement (De Neaghel, Van Keer, Vansteenkiste, & Rosseel, 2012; Guthrie, Wigfield, Metsala, & Cox, 1999; Taboada, Tonks, Wigfield, & Guthrie, 2009; Van Elsäcker, 2002; Wigfield & Guthrie, 1997).
My struggle with literacy hasn’t been an easy one. I grew up in a poor school district, that barely met the requirements to keep their accreditation. I struggled with writing more than reading. My awful penmanship and slow typing skill, caused me to lose assurance in my literary ability. My loss in confidence caused me to lose interest in reading. Having lost all interest in reading and writing caused me many miserable school years. Over the years, I slowly gained my courage back. Due to one hard working professor who went above and beyond to boost my self-esteem. With proper guidance, you can achieve literacy success.
Third grade is an important milestone in the educational lives of children and this is time that children must rely on the ability to read in order to be successfully academically. According to the Annie Casey Foundation (2010) the ability to read is critical to a child’s success in school, life-long earning potential and their ability to contribute to the nation’s economy and its security. The skill of reading is vital in ensuring that children will be able to function and contribute to the success or improvement of their communities. Due to various reasons there are times that children never overcome their problem learning to read and this in most cases lead them to simply stop trying.
I was excited to read to the children and define the role as an adult of creating a reading experience for young people. In the Literature for Children book by David Russell, it discusses the adults’ responsibilities as bringing children and books together, giving the children as many different types of literature as possible, encouraging honest and open responses, to challenge children to explore those responses and learn something about themselves, to provide them with the critical language to clearly express their responses, to encourage tolerance, and to encourage mutual understanding. I think its important for me to know these roles because I am approaching the years of adulthood. When I was younger my mother read to me every single night and I believe this was crucial for my development as a child.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
When teaching literacy instruction is inevitable to teach in different ways, one because according the grade level children learn different things and two because as they go through the grades they need new knowledge. In kindergarten children are starting to learn in a different way than preschool, meaning that there is more instruction and they are learning the convections of reading and writing. During this year students will have to understand several concepts such as how a book goes from top to bottom, or left to right, writing words and even compared letters. They will have to recognize the alphabet letters know the letter sounds and even write their first and last names correctly. In order for all of these to happen instruction will be based on interactive read-a-louds in order to teach listening strategies, the teacher will read books aloud to children and ask question, as well as make students think critically. Another way of
I think that it is very important for teachers to create literacy havens in their classroom. One way teachers can do this is by creating a classroom library that is full of different kinds of books. Another way teachers can support literacy in their classrooms is to put up English graphic organizers and to label different things in their classrooms. This will help their students learn how to spell and recognize different words. Thus, there are multiple ways that teachers can turn their classrooms into literacy havens.
What makes a piece of literature a classic? This is an extremely difficult and biased question to answer. One school of thought incorporates steadfast rules to qualify for the honor of being a classic, whereas another group of scholars may not be as strict in giving a literary work the title of a classic. The job of giving a novel the coveted brand of 'classic' is an important task and should not be viewed frivolously. Remarkably, a surprising few recommend what the masses should read in order to be viewed as 'well-read' in society. The Great Gatsby is a classic that is required reading in almost every high school in America. What accolades does this novel have to render it such merit?