Personal Narrative: Make A Teacher Read-Aloud An Everyday Event

Make a Teacher Read-Aloud an Everyday Event (CW) pg. 14…..My first week at my fieldwork class, would have been a great introduction to Chapter two of Classrooms that Work. When I arrived, the children had just returned from recess and my fieldwork teacher transition her class with a read aloud. I could tell right off that this was a regular routine for her students. They sat down at the colorful alphabet rug in the center of the classroom. They sat quietly as their teacher read a chapter book on the wonderful adventures of a frog (sorry I didn’t catch the name of the book). She read several chapters and ask her students several questions about what had been read. So the part of the chapter I believed to be most beneficial, is making read alouds

321-323……….The books refers to three components of reading fluency, accuracy, rate, and prosody. Accuracy is basically “the reading” part of reading. The students have to be able to “decode words” (Teaching Reading Sourcebook pg. 322). This means they will have to use their previous knowledge of how letters and words sound and use that knowledge to help sound out or recognize unknown words. This was one of the hardest part for me when I was learning how to read. I had a learning disability that made it hard for me to distinguish the different sounds in letters, especially when letter sound were either short or long sounds. The other component of reading fluency is rate. And you may be asking yourself, what do you mean by rate? It is the amount of words you can read correctly within a minute (Teaching Reading Sourcebook pg. 322). The book tells us that in order to reading fluently children have to read at a reasonable rate, as well as accurately. We know that children who spend most of their time sounding out words will never actually comprehend what they have read. I spent many years tutoring children on reading. The most difficult part was having the child explain to me what they had read. I knew if they were not fluent in their reading and we spent most of our time sounding out words that the child would never get to the point where they could comprehend. Lastly, the books talks about prosody. Prosody is the “music” part of reading.