Multiple Reading Instructions

(Research into practice, The sixth pillar of reading instruction, knowledge development, Gina N. Cervetti, Elfrieda H. Hiebert, literacyworldwide.com, the reading teacher, vol. 68, issue 7, 548-551, 2015) According to Cervetti and Hiebert, in an article of The Teaching Journal, there is research that proves that when an adult is given multiple texts on a certain topic, and are asked to create an argument about said topic, they are more likely to be engaged in the reading than they would be if asked to read a topic and simply answer questions about it. This shows that content area literacy is important and being able to comprehend and utilize text from all different subject areas is incredibly important (550). This article also states that knowledge development is important to developing literacy skills (548). This concept is supported by the idea that in order to become a successful reader, that students must read texts from all

One of the first things that this author would do is to teach students how to make connections while reading. When students make personal connections with what they are reading by using their prior knowledge, it helps them to retain information. There are three main types of connections we make while reading text; we can make connections to what we are reading and our own experiences in life, we can make connections from one book to another (like reading a Nancy Drew book and reading a Trixie Belden book), and we can make connections to what we are reading and things that are going on in the world around us. By helping Jose learn to make connections while he reads, Jose will be able to more readily remember what he has read and make sense of it (Comprehension Strategies, n.d.).

The second learning outcome is General Outcome 2, “Comprehend and respond personally and critically to oral, print and other media texts” (Alberta Education, 2000, p.16). The educational assistant was successful in developing this learning outcome by having the students re-read and pre-read chapters together. Repetition helps improve speed, memory, confidence and understanding. The students are spending a lot of time sharing ideas, discussing, exploring and explaining their understanding with each

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

In addition, Harrison and Sellwood (2016) identify intensive instruction with shared book readings. This would include making the text relevant, breaking it down into its components, and eventually using it as a basis for writing new stories. In regard to relevance, shared book reading is similar to oral cultures of Aboriginal and Torres Strait Islanders.

Students will learn sequencing and reading comprehension of nonfiction pieces of work. This will cover the learning outcome 2.RN.1 and the standard that we will be focusing on is 2.RN.2.1 for second graders. Learning outcome 2.RN.1 states that the students need to read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end. The standard 2.RN.2.1 states that the student will be ask and expected to answer questions about the main idea and supporting facts and details in a text to confirm understanding. To cover this standard the student will need

Today was super. I was given a guided reading group during the literacy block. I was nervous to do the guided reading. However, I felt that it went exceptionally well for my first time. I also learned more about the students and their reading capabilities. Some were more fluent than I expected. Others could not read as well as I thought they could. I also noticed that a lot of the students guessed. They added words and used the pictures to read the sentence. During the guided reading I was also pleased to find how well they behaved during guided reading. They were so enraptured by the story and the pictures. They understood the story and could tell me the important pieces (characters, setting, significant event, etc.).

We want to create knowledge depth in students. To do this we need to have students engaging in close readings of complex texts. Moreover, our lessons need to teach students how to approach text analysis, as opposed to using question and answer drills or practice tests as test preparation.

2. Based on the readings from weeks one and two, choose one passage written by one of the authors we’ve read. Identify the author and the title of the work. Then analyze the passage you chose in terms of its significance and historical impact. You should explain why it was chosen, look at the details provided in the passage, and explain in detail what the passage suggests about the work as a whole including its value to American history as well as to American literature.

Describe two or three major themes in each reading assigned to you – point form.

The reading to approach is important for students in year 7 & 8 as it has many benefits for developing students literacy and problem solving skills. The reading to approach allows students to have a literacy experience if they do not individually read much or had limited experiences with reading in the past (Lane & Wright). This is important as it teaches students the reading procedure if they have not had reading experiences before. Another benefit is that it teaches students of this year level that different authors have different styles, therefore can depict a similar theme in different ways (Mooney, 1994). Students are able to discuss the themes and ideas through this approach. This allows them to hear others ideas, and understand their

I love reading and read everything I can. I enjoy discussing what I read and analyzing the elements. I am hoping that this class will help me learn to focus on particular aspects of the plot, story, and analyzing the author’s intentions. I am think that being given particular points to analyze will advance my critical thinking and allow me to apply the skills we learn in all types of thinking and analysis in the future.

During the week of my full time at Brennan Elementary, I was able to complete my Back-to-Back lesson during the first week of full time. During this week, my two lessons dealt with the students engaging in using context clues as well as using the short blurb on the back on the book to define what an author’s theme is. The standards that were being taught from during this lesson were as followed: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations - Summarize key details and ideas to support analysis of thematic development - & Analyze the relationship among ideas, themes, or topics in multiple media,

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be