Support Independent Reading at Home:
• To support independent reading at home, I will ensure that students have access to books that interest and appropriately challenge them. I would love to invite the public library to class before school gets out. They can promote events, share great reading programs, and have students’ sign-up for a library card (Miller). I will also look into book drives and gift old books from my personal class collection. If students have access to books that are meaningful to them, they are more likely to read at home.
• It is important to get parents involved in ways to make reading meaningful to kids. I will share a variety of resources, websites, library hours, and reading strategies with parents. I will encourage
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I love the idea of featuring books by propping them up on a ledge, “Mystery check-out Day” and having a “book sale” to expose students to books. Students are more likely to choose a book they know something about. (Gambrell). A “readbox” is a great way to highlight favorite books, new releases, and best-loved authors (TeachThought Staff). If we increase the number of books that students know about, they are more likely to choose that book (Gambrell).
• It is also important for students to make recommendations and talk to each other. Group discussions and pair-shares are techniques that encourage students to share the stories, characters, plots, and their reactions to a book. It also gives students an opportunity to listen to what their classmates are reading (Westmoreland). Talking about a book with others increases curiosity, confidence, interest, and engagement
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I would begin the year by creating an interest survey and try to connect books that match their personal interest. It is important to offer a diversity of text, find books relevant to their lives, match fiction to their emotional age, non-fiction matches their reading level (Miller). I will also provide “bounded choice” by collecting 4-5 books that are appropriate and interesting to the individual student and have them a choose which book to read (Gambrell).
• It is important to set aside time for independent reading (15-20 minutes is recommended). Read alouds are a great way to model reading, build vocabulary and comprehension, discuss meaningful and current topics, and spend quality time with students (TeachThought Staff).
References:
8 Alternatives to Reading Logs for Student Accountability. (2017, June 30). from http://www.booksourcebanter.com/2017/06/30/alternatives-to-reading-logs-student-accountability/ Gambrell, L. B. (2011). Seven Rules of Engagement: Whats Most Important to Know About
Motivation to Read. The Reading Teacher, 65(3), 172-178. doi:10.1002/trtr.01024
Gambrell, L.B. Teachers ask... How can I help my students choose good books for independent reading? Staff, T. (2017, July 10). 25 Ways Schools Can Promote Literacy and Independent Reading. from
My reading experience in junior-high and first three years of high school were not so much different. I had never been enthusiastic to read about predetermined topics assigned by my teacher and they continued to assign predetermined reading topics that made me feel frustrated and at times uncomfortable. But there was positivity that came out of these repulsive and devastating books, such as Lord of The Flies by William Golding or The Night by Elie Wiesel. Lord of the Flies caused me to confirm that humans must have rules and a government to help
Servilio, K., L (2009).You get to choose! Motivating students to read through differentiated instruction. Teaching exceptional children plus, 5(5), 2-11.
Give students time to find books to read in the library and give them fifteen
These theories, methods, assessments along with the evidence of success in reading at home make it clear that it is extremely important we try our hardest to support literacy in every child. All students can learn. It’s just a matter of making materials interesting and relevant to them, challenging them (but not to hard), and supporting them along the way.
Serafini, Frank, and Cyndi Giorgis. Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers. Portsmouth, NH: Heinemann, 2003. Print.
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
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Researches have proven that reading expands one’s vocabulary, and knowledge. It also helps improve one’s focus and concentration, as well as their writing skills. By having a Laurel Reads city-wide program all
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.
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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 has been a part of my life from the second I was born. All throughout my childhood, my parents read to me, and I loved it. I grew up going to the library and being read to constantly. Especially in the years before Kindergarten, reading was my favorite thing to do. I grew up loving fairy tales and thriving on the knowledge that I could have any book I wanted, to be read to me that night. Having no siblings, my only examples were my parents, and they read constantly. Without a family that supported my love of reading throughout my childhood, I wouldn’t appreciate it nearly as much as I have and do now.
The authenticity of Interactive Reading is clear and therefore leads us to explore HOW we, as teachers, incorporate this strategy in our teaching most effectively. Fisher, Flood, Lapp, and Frey's study on "read-aloud practices" provides an excellent, research based framework for the implementation of Interactive Reading based on their observations of teachers in classrooms. Their 7 "essential components of an interactive read-aloud" is a practical guide of using this strategy and can be implimented with all children. These components provide a structure that allows us to teach ALL children (inherently allowing differentiation) while attending to common core state standards. Use of this strategy attends to the understanding of language and literacy development while providing for specific skill instruction in reading and writing.
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