"There is more treasure in books than in all the pirate's loot on Treasure Island (Walt Disney, ND)."Research on effective reading instruction concludes that significant benefits are provided to students who are explicitly and systematically taught key skills and strategies. Children also need opportunities to read interesting texts and apply what they have learned. This is explored through explicit and systematic teaching as well as the foundation of reading through shared reading, guided reading and modelled reading. Before a student can read or write, they must be taught key skills through phonemic awareness, phonology, phonic and syntax.
Explicit teaching can be seen as demonstration that bring to light the students awareness of the process, knowledge, understanding and which they need to become effective
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Inside the classroom guided reading is usually done in small groups based on their reading level which varies depending on the individual. The aim of the small groups is to have a specific text that they can read without having much trouble about 95% accuracy (ABC reading egg, 2016). Guided reading provided students with individual attention and support from an educator. However guided reading can sometimes be changeling at first but it encourages the student to use strategies they would have learned during shared reading. Guided reading helps a teacher to understand what that student can do and what they are having troubles with (Berne & Degener, 2014. Pp. 21-22). According to Clay (1994), Guided reading helps a student to read proficiently which includes cross-checking the text and not just learning the word meanings of a particular book. For instant, a student looking at an illustration and calls the picture a cat when in the text it is a kitten. The student can then cross-check the text and start to notice the begging sound /k/ in kitten and correct their mistake
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
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 models of reading instructions that I know are literature circles and reading and writing workshops.
Burns, Paul C.,Roe, Betty D., and Ross, Elinor P. (1992). Teaching Reading in Todays Elementary Schools. Boston: Houghton Mifflin Company.
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. **
Students who struggle with reading seem to understand better if the book is read-aloud to them. The teachers make the book more interesting which helps the student comprehend the text better. Teachers ask open ended questions during read aloud. This is important because it helps the students understand why we are reading what we are reading. Also, during read alouds the teacher will introduce new vocabulary or new strategies to help with understanding reading. Modeling by the teacher is the most important piece of read alouds. Students understand more of how a good reader thinks and understand the text the more it is modeled and the only way to be properly modeled is through read alouds.
A shared reading is an interactive reading that happens when the student joins in or shares part of the reading of a book with a teacher, and a guided reading is when the student reads with some guidance from the teacher, if needed. These three types of reading are so important to have in a literacy program and should be used at all ages. They allow children to be taught in a way that is focused more on their specific needs, helping them grow. For my read-aloud I read Unicorn Thinks He’s pretty Cool, For my two shared readings I read I Can Read With My Eyes Shut and Five little Monkeys Wash the Car. For my guided reading she read Clifford Makes the Team and Then and
In order to help Connor develop his ability to read I would use three strategies such as: interactive guided reading (Cooper & Kiger, 2014 p.33), monitoring/ clarifying (Cooper & Kiger, 2014 p.115), and cloze tests (DeVries, 2015 p.55. will help Connor grow as a beginner reader.
"Guided Reading: 6 Ways to Improve Literacy Skills." Tchers Voice. N.p., n.d. Web. 28 Apr. 2014.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Storybook reading, sound activities and letter games can help to enhance children’s early literacy development in a meaningful and enjoyable manner. For example, teachers can conduct phonological awareness activities such rhyming games, alliteration and sound matching to increase children’s awareness of the sounds of language (Roskos et. al., 2003). Furthermore, ensuring that there is a library corner stocked with good books can encourage children to try to read, hence promoting reading (Roskos et. al., 2003). There are many strategies that teachers can practice to promote early literacy skills such as recognition and awareness of sounds and letters. Teachers can link these strategies with play so as to create more language-rich environments where children can practice and demonstrate language skills (Riley-Ayers,
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
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.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,