1. What are the main components of Guided Reading?
Essential components to guided reading are the grouping of students by instructional reading levels, looking for common needs across student data to identify struggles, reading practice in small group, discussion, and instruction based on observation. It is important to have students grouped by reading ability because it allows you to teach using a book that matches the reading level for the group. This small group time then allows the teacher to differentiate instruction and as she hears each student reading and questions their comprehension, she can then offer instructional advice to support them in whichever area they are struggling.
2. What are the benefits of providing literacy instruction through Guided Reading?
…show more content…
Grouping students by reading level and working with them in small groups on the skills that they are struggling with the most is extremely effective because you can see in the moment what they do and don’t understand and can then change your instruction accordingly. With small group instruction, no one falls through the crack. There is a big push in education for more differentiated instruction and guided reading really answers that call. If both the guided reading station set up with the teacher and the independent work that students have been giving to do without her are set up well, then both can function effectively. Therefore, it is the responsibility of the teacher to plan challenging enough material and activities for the independent work that her students are engaged and working diligently while she is working with a guided reading group.
3. What are Read Alouds and what are the benefits of including Read Alouds during literacy
Differentiated instruction caters to differences among students, how students learn, different learning styles, and the interest of each learner. Running records support differentiating lessons for each learner during guided reading. Running records are diagnostic tools designed to identify a student’s reading deficiencies and monitor progress. The implementation of running records allows the teacher to differentiate each child’s reading lesson and hone in on the child’s needs and abilities. It is the educator’s responsibility to fine-tune instructional needs so that classroom, small group, and one-to-one teaching occur when and for whom they are needed in a timely way and with the high quality every child deserves (Fountas & Pinnell, 2009). Each child enters a classroom with varying needs; differentiating guided reading lessons based on the results of running records will help meet the individual needs of each child. Kelly M. Anderson (2007) states, teachers who differentiate believe each child is unique, with differing learning styles and preferences. Teachers can differentiate based on students’ readiness by varying the level of difficulty of the material covered in class. Guided reading offers the opportunity to vary the children’s reading based on their reading level. Differentiating instruction is not lowering expectations for some students. Differentiating instruction is establishing high expectations for all students while varying the process to which each child learns the same concept. Differentiating involves addressing the individual needs of diverse learners. Watts-Taffe, et al. (2012) notes although differentiating instruction is not new; it has become increasingly i...
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
7). Students will have the opportunity to practice reading aloud and silently to improve their
… Being read to has been identified as a source of children’s early literacy development, including knowledge of the alphabet, print, and characteristics of written language. By the age of two, children who are read to regularly display greater language comprehension, larger vocabularies and higher cognitive skills than their
My groups reading assignment was "Bud Not Buddy" by Christopher Paul Curtis. I notice working in a group is very effective. Reading in a group gives students a sense of understanding and improvement of their socialization skills, it makes it simple compare to reading individually. I would implement literacy circle with my future class because it provides a social interaction with the students. The biggest strengths would be a sense of understanding. Students can interpret the book differently.
Overall, teachers need to take into account all six critical areas of reading when teaching. No matter the subject or time constraints, teachers need to incorporate all areas into the curriculum. Reading is a complex process. If a student does not know to read, a student will never to be able to achieve their best. When using all six areas teachers are using a balanced literacy approach and create greater success for students to succeed in reading and writing.
Identifying students needs dictates selecting learning intentions [LI’s] (Davis, 2007, MOE, 2005). These must relate to the curriculum achievement objectives, lesson purpose, WALT’s and planned activity. Effective selection of achievable intentions will allow the guided reading lesson to be well rounded, clear and successful. **
Serafini, Frank, and Cyndi Giorgis. Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers. Portsmouth, NH: Heinemann, 2003. Print.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
...ents to make a good reader. Therefore, without a certain piece of reading students skills the scaffolding is unstable. Due to a student’s faulty scaffolding, reading does not work cohesive to make the end product a successfully understood story. This concerns me. If I feel like they are falling behind on these skills and their other teachers, my colleagues, are not teaching them these skills, I will and do my best at making it appropriate for my class. Without reading skills, they will be faced with horrible ramifications from their problems to comprehend and understand the vocabulary words they see in their textbooks.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
Reading aloud helps a child’s memory, curiosity, and it builds their motivation (“Importance of Reading Aloud”). “Reading aloud introduces the language of books which differs from language heard in daily conversation, on television, and in movies. Book language is more descriptive and uses more formal grammatical structures”. Children learn many things while being read to. The more books that are read to children, the more their vocabulary expands. Reading to children can introduce them to different literature they might not find on their own (Koralek). Another essential skill that children need is the ability to listen, which they learn while being read to (“Importance of Reading Aloud”). Not only does reading give children the ability to listen, it gives them the ability to understand how stories work. “The more a child knows about and experience the joys of reading before kindergarten, the easier it will be to learn to read,” (“Why Reading to Children Is Important”). Reading is fun and the more it is done, the more children will enjoy it