The Common Core Standards require that students be exposed to a variety of texts at differing levels of complexity. Close reading is a strategy for helping students to develop perseverance and delve deeply into difficult texts. The article Close Reading in Elementary School written by Douglas Fisher and Nancy Frey talks about close readings; what they are used for, how they are used, and why they are used. The authors mentioned that although elementary teachers are teaching students how to do a close reading, they are less likely to use the strategy with a difficult reading. Interactive read-alouds, shared reading, teacher modeling and think-alouds are a handful of essential instructional practices that help to improve reading development (Fisher …show more content…
The group singled out five elements that differed from most reading instruction in elementary classrooms, and they are: short passages, complex texts, limited frontloading, repeated readings, and text-dependent questions. Firstly, “the most obvious feature was the length of the texts that were used in close readings” (Fisher & Frey, 2012). The text for close readings never exceed two pages in length regardless of the grade level. This is because it is easier to have students dig deep into shorter passages. Secondly, “the texts that demonstration teachers selected for close reading were complex” (Fisher & Frey, 2012). The complexity of text is important because it stimulates students’ comprehension, vocabulary, and reading skills. Thirdly, “the most surprising feature was the near lack of frontloading and …show more content…
In the past, close reading assignments have only been done in middle and high schools, but there has been discussion and research done to determine whether or not elementary teachers should begin using close readings in their classes. According to (Fisher & Frey, 2012), “the purpose of this investigation was to follow a group of dedicated K-6 teachers as they observed, discussed, and implemented close reading in their own classrooms.” Afterwards, the group of teachers modified the strategy by taking elementary level students’ development into account. This was the beginning stages of developing close reading instructions for elementary students. There are four steps to take action for close reading. Step one: choose a good piece of reading material that can use a thorough investigation and then determine which part requires a close reading. Step two: write down a list of text-dependent questions that will get the students deep conversations going. Step three: ask students to read, and reread the text as they annotate, and dive deep into the text. Step four: look back on the lesson; ask questions like ‘how did the students
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Text complexity- this involves students being able to read fiction and nonfiction texts at grade level independently. As well as being able to read these texts and understand them without any assistance.
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
The survey was distributed to all third grade teachers at Enterprise Elementary. The survey included five items that dealt with teachers’ ideas about reading comprehension. The survey was designed to gain a deeper understanding of what the teachers thought would improve comprehension, and can be found in appendix A.
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.
Sustained Silent Reading (SSR) is a component of many school-reading programs and has been widely used in the classroom for almost 40 years. The implementation of SSR varies to a large degree and research has been mixed regarding it effectiveness in relation to reading attitude and reading comprehension. Lyman C. Hunt, Jr. from the University of Vermont originally introduced the idea of Sustained Silent Reading in the early 1960’s. It gained popularity in the 1970’s with the guidelines provided by reading experts Robert and Marlene McCracken (Pilgreen, 2000; Trelease, 2001). National attention was given to SSR when Becoming a Nation of Readers: The Report of the Commission on Reading was published in 1985. The focus of the study was to examine the difficulties American students were having in the area of reading (Anderson, Hiebert, Scott, & Wilkinson, 1985). The report also stated the act of reading for pleasure is the best predictor of reading comprehension growth of vocabulary and reading achievement gains in elementary age students (p. 77-78).
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
The shared reading model was developed by Holdaway (1979). It builds from the research that indicates that storybook reading is a critically important factor in young children's reading development (Wells, 1986). The shared reading model allows a group of children to experience many of the benefits that are part of storybook reading done for one or two children at home (Ferreiro & Teberosky, 1982). The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations; as the teacher reads the book aloud, all of the children who are being read to can see and appreciate the print and illustrations (Adams, 1990).
My initial thought upon finishing these chapters is that when it comes to reading, early intervention is key. Both chapters six and seven have made me keenly aware of just how advantageous it can be to begin assessing and screening students when they are younger. By implementing assessments as early as Kindergarten, teachers can be made aware of any weaknesses which may be predictors for future difficulties. Having this information early allows for immediate and intensive intervention, if necessary. Also highlighted is the fact that early interventions can be as simple as exposure to printed materials.
It seems that in a haste to prepare students for a reading test, administration and teachers alike have forgotten that reading achievement is correlated to time spent reading (Samuels & Farstrup, 2011). Both teachers also neglected the fact that there was a key component missing from both a reading center and reading at home: teacher support. Although in the 2nd grade classroom there was some teacher guidance in book selection there was no time set aside for teacher and student to sit together and discuss reading strategies or the book as a whole, important aspects of successful independent reading (Samuels & Fastrup, 2011, Miller & Moss, 2013). In the book No More Independent Reading Without Support Miller and Moss give 7 practices that are critical for effective independent reading including “students need explicit instruction about what, why and how readers read… students need access to texts… students need teacher monitoring, assessment and ongoing support (2013, p. 19, 27, 30). Each of these components was missing in some way from both of these classrooms.
Becky Pursley, a passionate first grade teacher at Barton Hills Elementary, uses differentiation while teaching reading in her classroom. By using differentiation, Ms. Pursley is allowing students to be taught at their appropriate level. This allows for students to build upwards and motivates them to strive to grow out of their level. Students are engaged in activities that are enriching to their individual minds. Some students may be involved in buddy reading, some may listen to a book on tape, and some may even read chapter books. All these various activities can occur in one classroom with one teacher. The teacher’s job during a differentiated reading lesson is to circulate through the classroom and tend to students needs. A teacher should take a step back and become a guide for students. During a differentiated reading lesson, the classroom may appear to be lacking control, when in fact, as long as each student is engaged in something that is enriching to them, that is the perfect
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
Learning to talk is a process that comes naturally and is an almost effortless learning experience for young children. This is largely because we as humans have evolved as animals that can communicate orally. However learning to read is a completely different skill to master altogether, this is because humans have been literate for a very short time. There are five key areas that teachers needed to focus on in order to have effective instruction if reading for young students. These five areas have become known as the five pillars of effective reading instruction and are comprised of: Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension. To effectively teach students these five pillars, a teacher needs to do this in a balanced approach using direct and explicit instructional methods. Taking a balanced approach is a key criteria in effective reading instruction, the NICHHD with scientific evidence has identified that the most reliable and effective approach in teaching the five pillars is through systematic and explicit instruction (NICHD 2000).