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Reading skills in pedagogy
Reading skills in pedagogy
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The question that I have chosen for my inquiry project is: How can you improve performance in a first grade classroom with Guided Reading? I am interested in this since I teach first grade. As a first grade teacher I am always looking for ways to improve my class’s performance. Guided reading offers support to the students as they are learning. Rogoff suggested that “adults support children’s learning by structuring the task’s difficulty level, jointly participating in problem solving, focusing the learner’s attention to the task, and motivating the learner.” (Frey & Fisher, 2010, 84).
Guided Reading is a component of a balanced literacy program providing differentiated, small group reading instruction to four to six students with similar strengths and instructional needs or to heterogeneously grouped students (Avalos, Plasencia, Chavez, & Rascon, 2007, 318). Guided Reading recommends for the groups to meet three to five times per week for 20 to 30 minutes. The opportunity to explicitly teach children the skills and comprehension needed and still facilitate acquisition of reading proficiency by the Guided Reading approach is provided to teachers. The first step is for the teacher to select multiple copies of graded leveled books. The teacher then uses these books based on the students’ instructional needs and interests. According to Reutzel and Cooter, graded leveled books are typically categorized to include four levels of children’s reading development: early emergent, emergent, early fluency, and fluency (Avalos, Plasencia, Chavez, & Rascon, 2007, 318). Syntax and organization of language in the leveled books should match most speech of young children. The text should provide a reasonable challenge and an opportuni...
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... “high success” instructional setting that encourages strategy use in successful text (Schilb, 2011). With these benefits the teacher will see improved performance in their classroom.
References
Avalos, M.A., Plasencia, A., Chavez, C. & Rascon, J. (2007). Modified guided reading: Gateway to English as a second language and literacy learning. The Reading Teacher, 61(4), 318-329.
Frey, N. and Fisher, D, (2010). Identifying instructional moves during guided learning. The Reading Teacher, 64(2), 84-95.
Schilb, A. (2011). Guided Reading. Retrieved from www.aschilb.esmd37.org/reading/ReadingGR.htm.
Cunningham, P.M., Hall, D.P., & Sigmon, C.M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: Carson-Dellosa.
Schwartz, R.M. (2005). Decisions, decisions, responding to primary students during guided reading. The Reading Teacher, 58(5), 436-443.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Lesaux, N., & Siegel, L. (2003). The Developmental of Reading in Children Who Speak English as a Second Language. Developmental Psychology. DOI: 10.1037/0012-1649.39.6.1005.
Woodward, M., & Johnson, C. T. (2009, November). Reading Intervention Models: Challenges of Classroom Support and Separated Instruction. The Reading Teacher, 63(3).
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
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
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
“Reading is the motivated and fluent coordination of word recognition and comprehension” (Leipzig 2001). In the educational system, pupils are encourage to read books because of the belief that one becomes better at a skill based on the amount of time dedicated to that particular skill. Pupils must practice the skill learned and receive “frequent feedback (Samuel and Wu).” Practice is most effectual when it is individualized and accompanied with instruction (Renaissance Learning Inc 2007). Individualized practice, allows the pupil to work at his/her individual ability. It challenges the pupil instead of frustrating him/her. Accelerated Reader (AR) program provides individualize practice to each pupil to maximize academic success. The purpose of this study is to examine the affect of AR on first grade students’ comprehension scores on the End of the Year Assessment.
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. **
...ilding Reading Proficiency at the Secondary Level: A Guide to Resources." Southwest Educational Development Laboratory (2001): 1-150. ERIC-Education Resources Information Center. Web. 17 Feb 2011.
This video is about different direct instructional approaches when teaching children. Specifically, teaching children to read. For example, in one approach children read aloud with the class and individually with the teacher. When the children are reading with the teacher they read a set paragraph and time it, and see how many errors they have, and each time they read the paragraph they try and improve and do better than the last time. The children don’t seem to worry about other children’s errors, they focus on improving themselves.
Reading goals must be realistic. Students will not engage if the reading is not authentic. I want to encourage my students in reading and give them the tools they need to succeed while allowing them to choose what they read. I also want to implement different reading assessments that are creative rather than just textbook responses. Genuine reading experiences will help my students find their own passion for reading. These experiences may come from allowing students to pick their own books, having parent involvement, giving specific feedback, or alternative ways of assessment. I believe the more options I give my readers the more realistic my chances of connecting with them are.
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...
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. (2010, September). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading& Writing, 23(8), 913-930. doi:10.1007/s11145-009-9182-x
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having