In chapter five, it explains real experiences about the CAFÉ goals and strategies teachers use with their students during reading conferences. A beginning reader and advanced reader conference were given for each strategy. One thing I could relate to in chapter five was about the goal, accuracy, and the teacher told the student as they read to cross check by asking yourself, ‘Does the work I am reading match the letters on the page, does it sound right, and does it make sense?’ (pg. 82). This relates to me because in E339 we learned about errors students could make when reading and how the student made the error. These errors could be a meaning, structure, or visual error. If it’s a meaning error we ask, “Does the error make sense?” A structure error we ask, “Do this error sound right?” and for a visual error we ask, “Does this error look right?” This relates because if students don’t cross check and think of those questions, and error could occur. The strategy talked about on page 78 is to …show more content…
The sample lesson about finding good-fit books is relatable to my field experience and in my E339 and E340 classes. In my field experience, I was able to sit in for a bit of a one-on-one conference with my mentor teacher and another student. The student was reading a book that she picked by herself and was finding the text to be too difficult for her. The teacher reminded her she needs to make sure she chooses books that she’s able to read on her own. In E339 and E340, we discussed how students need to find books that are a “good-fit” during their independent reading time so that they can become more fluent. Ultimately, if their fluency is low, then their comprehension level is affected negatively as well. Students need to choose books that are around their reading level, not too high and not too low, so they can improve their reading
2. Chapter one in Tompkins book Literacy for the 21st Century A Balanced Approach mainly focuses on the strategies students use to either decode tricky words or help them understand the meaning of a text. One main point Tompkins focuses on in the chapter is the classroom assessment tools, which simply breaks down into running record, rubrics, checklist
Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of
Reading is boring, I hate reading. These are two common sentences that you hear before and after ELA class. This is because they are reading a book that is boring to them and they are not interested in that book. They are being forced to read rather than reading something that they will enjoy. This is why choice reading matters. Choice reading allows the student to be able to read what they want. This way reading becomes more of a hobby and less of a boring task to the student. Choice reading not only brings pleasure but it allows you to travel to faraway places, to imagine different world, to learn about different cultures and to learn about some of the top minds of history.
When my teacher picked the book, it made me struggle because I didn’t understand any of the words or what was happening. If teachers pick books and the book is hard to understand, how can students improve their reading skills if it’s way past the student’s reading level? When students pick, they can pick at their own level or a little higher to help improve understanding and reading abilities. It’s suppose to help with the students understanding of the book and not to make the students
Knowing that this book is very "wordy", I was excited to determine the readability of the text. To determine this I used a website created by Brian Scott. The site allows users to copy and paste passages from the textbook to be analyzed. From my textbook, I copied and pasted two separate sections. I copied from the introduction of
There is a line of thinking out there that would lead a person to believe that everything is always as it appears – everything is on a nice straight plane. Look at the surface of the ocean, and all that needs to be seen is seen. This admittedly shallow line of thinking can lead to multitudes of problems, especially in the case of this class when looking at something like literature. That especially rings true when observing a novel like Cry, the Beloved Country by Alan Parton, where a deeper meaning seethes out of every word in what originally looks to be a straightforward tale. This is particularly true in the all-important intercalary chapters of the book, as they provide a break from the main plot and an aside into something different
The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure
Shanahan identifies that general reading skills can only take a student so far. A student can comprehend and read a text well, however the disciplinary approach could allow them to take that even further. The example given has to deal with general summaries and how they often look similar throughout
(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student
A student engages with the details of text in order to respond critically and personally.
Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and
To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,
5. What has not worked for your study of the material during this first chapter?
Most of the other students in her 2nd grade classroom are able to read classroom text and complete work independently. They also read books for enjoyment on their own. The reading time in her classroom consists of a block during which the teacher works with small groups and the children are expected to work quite independently when they are not working directly with the teacher. The class uses a trade book format and this is utilized across the curriculum. Students are provided with short skills building lessons in large and small groups. Most of the time spent during explicit reading instruction is targeted to helping students develop reading fluency.
I will use the Literature circle to enhance the student’s ability to collaborate on a higher level so that they can move toward independent readers, molding them to integrate in a powerful classroom activity that will activate their critical thinking skills. I will do a book study and have students to meet and discuss the importance of rotating their roles giving everyone an opportunity to share the responsibility. I will teach how to highlight in different colors distinguishing each student reading.