Using Literal, Inferential, And Evaluative Questions

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

Designing an individual intervention to increase reading fluency requires completion of assessments that will determine the child’s reading strengths and weaknesses. An inaccurate reader needs direct instruction on improving word recognition, which may include sight words and decodable words (which rules is the student not applying) at their instructional level. Once the goals have been established, in this case fluency, the intervention will begin with an introduction on fluency and word recognition.

Reading fluency is considered an integral component of the reading process and it has a big presence in the classroom. Its importance became evident since the National Reading Panel (2000) pronounced fluency instruction and assessment an essential and was thus incorporated into the reading First guidelines of No Child Left Behind in 2002 (Shelton, Altwerger, &Jordan, 2009). Reading fluency has been defined in many ways; an outcome of decoding and comprehension, a contributor to both decoding and comprehension, the ability to recognize words rapidly and accurately, the connections

Moats passage presented the reader with an interesting statement about decoding and its purpose. Decoding can refer to a conversion, analyzing, or interpreting. Moats focuses on the importance of a child’s ability to decode. It is stated that to further become an effective reader, understand the significance of words, appreciate reading, and be more likely to then expand one’s knowledge from reading one must practice decoding. Four key points that Moats demonstrates to be important are the alignment of decoding instruction with the stages of reading development, alignment of decoding instruction with the structure of the English language, teaching the code the way children learn it most easily and the current trend.

Promoting and using the think aloud with texts, we force the students to use the strategies that they know. Each student uses different strategies to read and comprehend a text then we need to force to use in activities that help them to improve them.

I most defiantly prefer open-ended assessments. Open-ended questions allow for students to explain their answer even if they may be wrong. It also forced students to not just guess. While in my internship last spring semester my teacher mostly used

Decoding words is the ability to take the visual representation and associate the appropriate phoneme to blend the phonemes to make meaning words. This is a key factor in reading performance. Students struggle with any phonological tasks if he or she does not have the ability to decode words (Swank, 10). If a student does not know how to decode, then he or she must rely on sight vocabulary or another method.

Accordingly to Bell’s article for levels of inquiry, “The National Science Education Stamdards characterize inquiry instruction as involving students in a form of active learning that emphasizes questioning, data analysis, and critical thinking.” The level of inquiry that was planned in this 5E lesson is a guided inquiry. In this lesson plan, the students are investigating teacher-presented questions using student designed and selected procedures. As we may know, the less information that is given to a learner, the higher the level of inquiry will be.

According to Sheakoski (2012), a strategy that can be used to improve fluency in reading is repeat reading. Students can increase fluency skills using the repeated reading strategy during which they read a short passage repeatedly. It should be noted that fluency is more than just pronouncing words correctly, it also encompasses the process of fully and smoothly conveying what the text is about. The ability to read fluently is a predictor of comprehension. This is mainly because the more fluently one reads the easier it is for him or her

Generating questions can be troublesome for students, as they are used to answering questions. However, generating questions is a comprehension strategy that improves reading, teaching asking questions to locate information and develop a deeper understanding (McLaughlin, 2015). McLaughlin (2015) provides several examples of teaching ideas in generating questions such as, Thick and Thin Questions, ReQuest, Paired Questioning, KWL, and Annotating Text (p. 135-144).

Comprehension is also an important factor when speaking of literacy. Students should be taught the many strategies that will help them with comprehension and word recognition. In my experience in a first grade classroom I used many of these strategies. Within my lessons I included the activation of prior knowledge to construct meaning, the use of context clues in a sentence, pictures clues, predicting, and drawing inferences about ideas or characters in the text. I always made sure that I modeled the strategy for the student before they set of to do it.

Text books are a source to develop reading skill. The words in the text books create a sense among the students to understand written materials other than their text books. So students practice and this practice develops their reading skill gradually and the words of text books are helpful to develop reading. Stephen Gramley and Kurt – Michael Patzold (2004, P. 91) assert that only the choice of vocabulary and use of syntax remain as elements of style which may contain hints as to region, class, sex or age. It is a fact that foreign learners do not have enough number of words through which they can express their meanings.

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the