Planning Project
Reading and writing are such an important part of our day to day activities having to do learning. In order to function well in a society, one has to understand the patterns of communication through reading, writing, etc. Children have to comprehend what they read and write. In order for a student to acquire this capability of comprehending, the needed skills must be learned. This brings about my essential question: “How understand what we read?”
With this in mind, the central focus of my lesson for my focal students is pivoted on comprehension on the aspect of decoding unfamiliar words in a text or any reading material .to fluently read to understand what is read. The
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standard which the central focus relates to are as follows: ELACC2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ELACC2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELACC2RF4: Read with sufficient accuracy and fluency to support comprehension.
Every aspect of a lesson boils down to understanding what you read and being able to apply that new knowledge real life situations, and Ray Reutter and Robert Cooter’s research stated that there are strategies that involved in learning comprehension: activating, questioning, analyzing text structure, and creating mental or visual images are very important in attaining comprehension (Page 223). For me to achieve my goal, I have to develop strategies that will benefit my focal students my lesson to focus mainly on and I reach our goal.
My focal students Jason, brandy, and Ms. J all have a similar challenge in reading, so I plan to focus my lesson on the ELACC2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. Students will decode unfamiliar words in text to assist reading fluency and comprehension. Even though my students have similar challenges in reading, each individual learns differently. Jason and Ms. J are visual learners. They learn better seeing things play out, with illustrations and pictures. However, Brandy learns better through hands-on
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activities. Brandy learns things in my class as well. She always listens to instructions. Unlike the other children, I have found Brandy is a hands-on learner and enjoys doing educational activities in which she can create something or do something herself. Her grades are average and she talks only when she has to. When it comes to reading, I’ve seen she often tries to say words by using the way their letters sound which often results in her pronouncing the word incorrectly. I try to make activities to help her learn. Before the lesson begins, I will design a lesson incorporating with different activity strategies such as Flashcards, matching games, and cut – and – paste activity that will include all students without being too difficult for others.
I know all students learn differently and that one strategy cannot fit all. The lesson will basically dwell on students’ prior knowledge in reading by activating and discussing the essential question. Right after, students will be asked to take a picture walk through the text. This will allow students predict what the text might be about from the illustrations and pictures. I will then introduce the unfamiliar words to the students and go through them. Also, flashcards, matching will be used to help students decode and pronounce the words. After that, I will model the first reading while students follow through by pointing to the reading. Students are then allowed to read while I listen to pronunciation, I will give support when needed. After reading, we will discuss the story and see if their predictions are
true. After discussion, we learn by picking random cards and helping students say what words they are. At the beginning of the lesson, students are assessed formally to see where they are and a checklist is used to measure reading fluency. At the end of the lesson, students use a different activity strategy (colors, matching, cut – and – paste) to write new vocabulary words into their journals so that they can go back and refer to notes when they have trouble. After the lesson, I want my students to be able to read the texts and comprehend what they read. By going over words, students should be able to comprehend passages with them quicker and more efficiently. My students’ results will ultimately help me plan for my next instruction.
Reading is not just reading words on a paper. It is a process that uses many resources in the brain and the use of strategies. Teachers have to use all six areas of reading to help students learn how to read, what strategies to use when reading, how to interpret a text and many more. Reading is a complex process and this paper will describe the six areas of reading.
As I have worked with students and observed lessons being taught I find some of the students struggling with in understanding the language of learning because they do not understand the vocabulary being used. They are struggle with learning the information because they are trying to understand the unfamiliar terms used in the text. This therefore creates my problem of practice. Students have the ability to read grade level text but continue to demonstrate difficulty with comprehension of information because they are unfamiliar with the vocabulary of learning. This problem appears to occur more frequently in English learners (EL) and Students with Disabilities (SWDs).
...ed by most, and how dyslexia can cause problems with reading comprehension. It also discussed ways that we can mitigate these problems for dyslexic people, but these skills can and should be used by all learners. Reading comprehension is a perishable skill, one that if you don’t work on increasing your reading ability by building your vocabulary, learn to read effectively, or using the correct reading strategies for the type of reading material being studied will diminish. Even with the largest vocabulary, if the words are not understood literacy cannot be achieved. Literacy is the key to comprehensive reading. It also gave some of the tools for reading and understanding different types of literature and how to get the important information out of each one. Edmund Burk said “To read without reflecting is like eating without digesting” (Gallagher, 2003, p. 11).
Prereading could be incorporated by promoting reading strategies. I would do this by pulling images from their text and presenting them in a powerpoint. We would talk about the setting, time period, and other notable features. I would use this time to introduce some of the relevant academic language. A reading strategy that I would incorporate is reading aloud by the teacher. Throughout this time, I would pause for questions. I would keep the passages short and also model metacognition. After the lesson, I would incorporate summarizing, discussion, or simulation as my post-reading activity. I can see where some days I would summarize with the students and led the class in a whole group discussion. However, there would be some lessons that I
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
OBJECTIVES: The learner will be able to determine the main idea and detail within the text. The learner will recall vital details about the text by replying to the comprehension questions including who, when, what, where and why.
In the content area in Language Arts, students will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. This can be accomplished by implementing pre-reading, during-reading, and post-reading strategies into the lesson plan. Fifth grade students will read and write a variety of texts with greater scope and depth. In addition, they will analyze and evaluate information and ideas by revisiting and refining concepts about the language arts benchmark and will become more refined and independent learners.
Almasi and Hart (2011) defined reading with understanding strategies as “deliberate, goal oriented, attempts to control and modify the reader’s efforts to decode text, understand words and construct meaning of the text” (p. 252). A study carried out by Collins et al. (2007) on the teaching of reading comprehension concluded that teachers emphasise more on text interpretations when teaching reading comprehension rather than on the process of reading comprehension. This simply means that some teachers do not teach learners strategies they can use to read with comprehension, instead they only focus on comprehension
It is broadly recognised that literacy is an essential skill and that a high degree of competency in this area will significantly enhance a student’s future prospects in life (Heckman, 2000). Phonics is the process of making the connection between sounds and letters when reading and spelling. For early students to be able to link knowledge of the spoken language to their own knowledge of written language they must first master the system of grapheme phoneme connections that link the written word with their own pronunciation. (NSW Department of Education and Training, 2009a). Coltheart (2005) submits that there is strong scientific evidence which suggests that student reading proficiency is improved significantly when grounded in direct, explicit and systematic phonics instruction. Krashen suggests that solely relying on phonics based approaches in teaching often results in children achieving highly in pronunciation tasks, but struggling in comprehension (as cited in Ewing & Maher, 2014). Given the fundamental purpose of reading is to construct and reconstruct the meaning of a text, (Emmitt, Hormsby & Wilson, 2014) it is suggested that whilst phonics is a foundational element to a reading program, it is most effective when a high level of emphasis is placed on meaning in conjunction with comprehension of text. It is vital that educators apply this theory throughout a variety of literacy tasks when teaching a student to read and that there is full cognisance of the importa...
Before going through the theories of reading, it seems essential to know what reading is according to the definitions of some scholars in the field of reading. As Smith (1978, p. 53) explains, reading “involves looking for meaning.” During such a unique, complex, creative, and constructive process as Broek and Kremer (2000) describe, the mind selects and organizes every things with the influence of the right mental purpose. Therefore, it looks logical to have an overview on the theories of reading at this very step as Nuttall (1996) believes that understanding reading theories is essential both for the teachers as well as the students. Some of the reading theories are developmental or the psychometric model, communication model, reading as a psycholinguistic guessing game or the top-down model, bottom-up model, automaticity of component processes model, and interactive model. Other researchers offered their theories to address the nature of the reading process.
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
Taking a close look at a text takes much more than looking at words or fining word and phrases to answer questions. Close reading is define as the mindful, disciplined reading of an object with a view to deeper understanding of its meaning (Cummins, 2013). According to Fisher & Frey (2012), the practice of close reading is not a new one, and in fact has existed for many decades as the practice of reading a text for a level of detail not used in everyday reading. Therefore, teachers need to foster this skill on students in early stages of literacy skill to become proficient in comprehension. In order for students to examine complex text, teachers need to model and guide them through various strategies that would support their understanding
My reason for this is so the student would be able to sound out the words or use context clue by looking at the pictures that the book provided. I pulled one student aside where it was quite and no distractions. I instructed the student to use her finger from left to right as she reads the sentence on each page. She mastered this very well. As she was reading through the story and came across a word she didn’t know, I noticed that she would look at the picture and then say the word. I would then tell her to sound out the word so she would actually read the word and not just guess by the picture. There were a few times where I had to help her sound out a few words from time to time. As she was reading I noticed that some of her pronunciation was a bit off. You could definitely tell that she was born and raised in the south. Unfortunately, the student picked up some bad habits of using the wrong pronunciation and it has affect her the way she
First of all, the simple view of reading is perhaps the most highly cited and used framework for describing the processes and skills involved during reading comprehension (Gough &Tunmer, 1986; Hoover & Gough, 1990; Joshi & Aaron, 2000; Tunmer & Chapman, 2012). Secondly, from the cognitive perspective of learning to read, reading comprehension (or, simply, reading) is the ability to construct linguistic meaning from written representations of language (Gough & Tunmer, 1986; Hoover & Gough, 1990; Joshi & Aaron, 2000). Thirdly, decoding is the core of reading skill is the ability to identify individual words quickly and accurately (Ehri, 1998; Gough & Tunmer, 1986; Hoover & Gough, 1990; Tunmer & James 2012; McNeill & Everatt, 2013). Finally, the simple view of reading also has important implications for reading disability (Gough and Tunmer 1986; and Hoover & Gough
Reading comprehension is more than just being able to read a text. It’s about being able to also understand, interpret, connect and analyse the ideas in texts. Comprehension helps improve one’s linguistic skills as well as vocabulary. When a learner has difficulty with comprehension there are a few strategies that the educator could use to help learners overcome their problems.