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Guided reading activity 6-2
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The Basal Reading Method is an approach used to educate young children reading skills. Basal came from the term "base". Frequently called "reading books", basal series are composed of short stories, as well as individual books for learners, an instructor's version, workbooks, assessments and activities for a certain reading grade. With a cumulative importance on academic principles, basal readers provide educators a curriculum that is structured. Instructors acquire the tools they need to assess student learning and regulation to develop each lesson. Books are organized in arising difficulty and reading aptitudes are progressively presented. The latest Basal reading series that I have chosen to examine is Treasures by McGraw Hill is one of …show more content…
The Treasures program tracks a “teach-teach-review” arrangement wherein skills are brushed up every third week. The students will be familiarize to an overabundance of literary genre, and the construction of the basal reading program is encouraging to administrators who know that essential reading skills are being educated. However the problem with basal reading strategy is they are planned for clusters of readers. A structure like this does not deliver a diversity of teaching approaches for various kinds of learners. The method can make it challenging to educate exceptional, gifted, skilled students and students with learning disabilities. Since the program is progressive, students who have little linguistic comprehension at the start of the program could have a handicap at the beginning. Basal readers may be too stiff and ineffectively appealing enough for students because they do not compare to the student's wants and …show more content…
This is one advantage that McGraw Hill has, Treasures contain Leveled readers (various versions of the identical text that are simpler or more difficult) which permit educators to meet children’s individual needs knowing that each child excels differently, Treasures contained different levels of the same text so that each children reading level is acknowledge. The liberty to modify lessons to address students' capabilities and individual needs is a benefit of the McGraw Hill Basal Series. The guided reading books are grounded on the similar comprehension and phonic skills as the focal story. There are letter cards and a resource for word sorts to support phonic skills. This series really tries to connect all the sides of literacy in its place of educating in separation. My main focus of critiquing will be the workbook basal series. There is a diversity of workbook pages permitting the teacher to choose simple, same level or difficult exercises. I will be examining the kinder, grade 1 and grade 2
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
On October 10th, 2017 at Springhurst Elementary School, I conducted a “Reading Interest Survey” and the “Elementary Reading Attitude Survey.” These surveys were conducted on a 1st grade student, Jax, to determine what his feelings are towards reading in different settings, what genres he prefers to read, and interests. It was found that Jax doesn’t mind reading, but prefers a few different topics. This was evident through his raw score of 30 on recreational reading, and a raw score of 31 on academic reading.
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
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.
An Informal Reading Inventory is a great tool for teachers to use with their students to assess multiple concepts. One purpose of the IRI is to monitor the growth of a student’s word recognition, oral reading, and comprehension to determine the reading level of independent, instructional, and frustration. The frustration level is when the passage is too hard for the student even with help from the teacher. Instructional reading level is when a student can read the text with the assistance from a teacher, parent, or peer. Independent means that the student can read the passage alone with no outside help. When teachers administer these tests they can pick the level of the passage given and use the results to help decide how to further instruct
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.
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...
As an educator, it is essential that goals include teaching students to be the best possible students that they can. With this, teachers need to pick and choose from differing literacy programs to suit the needs of all students. Providing a combination of approaches is the best from of teaching literacy. Providing students with the benefits from a basal reader and using children’s books is the best way to teach literacy in a classroom. According to Pressley, a balanced literacy program is one that integrates effective skills instruction and a high awareness of holistic reading and writing. By integrating skills instruction and a holistic approach, the students will be provided with the skills and background knowledge that they will need to learn to read. A balanced literacy program in the classroom should involve explicit ...
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.
When a child begins the reading egg program they first learning essential skills, within a fun activity. The essential skill is taught with repetition to ensure understanding, use in different contexts, and ability to apply the skills with an in depth understanding. After the student as successfully mastered the skill, Reading Eggs provides the student with an e-book that only contains words that they have already studying. This not only helps the student practice their reading, but also their self- confidence due to the fact that they are successful in the reading that they have accomplished and are able to complete a whole book. The last essential part of making the reading eggs program successful is that students take a quiz at the end of the lesson.
Independent reading is children reading of text such as books, magazines, and newspapers on their own, with very little or no help from adults. It can consist of reading in or out of school, including purely something the child chooses to do, but is not required reading for pure enjoyment or assigned reading for homework. Independent reading plays an extremely important role in the development of reading fluency and speed and ease of reading, vocabulary, background knowledge, and even spelling. The desire to read is motivation it is related to independent reading; children who are interested in reading are motivated to read more independent. Instructional reading is the highest level at which a reader is not independent, but has enough foundation information about the topic and can get to content rapidly
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission
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