Determining Reading For Students And Identifying Their Areas Of Needing Improvement Teacher

Initial groups were based on end of year 2017 result/benchmark and have been assessed and grouped to skills and needs for higher order thinking and grouped accordingly. Groups are based on teacher observation and current assessments and will be adjusted to accommodate the needs and abilities of the students during year. The class has been divided into five literacy groups.

Reading in these groups teaches the children to take turns, listen, offer support to one another, share views, stretch their imagination and raise their self-esteem.

additional groups to work independently, reading at their own specific level. The roles of the teacher

Small groups require active teaching with much teacher guidance or involvement. Small groups can teach the context better than a larger group, allowing for no child to be struggling and left behind. Reading, math and science can benefit from small group interaction. Each student has a chance to be heard, voice his opinion or conclusion, get a response from the teacher and the other group participants, and close the gap for error. The key for successful learning is when the teacher involves himself and gets excited about what the children are to be taught. This is also true in group study as

The strength of shared reading has been well documented by many researchers in the field of education and thus is a widely used practice among elementary teachers. Researchers have concluded the importance of shared reading experiences as it gives students opportunity with texts that helps “facilitate the

The purpose of this study was to investigate if small-group instruction as an addition to the Read Aloud Curriculum could improve 1st grade student’s scores in vocabulary knowledge, comprehension through retelling a narrative and retelling learned facts from an expository text.

Per the author, Literacy center provides students with opportunities for learning and the elements that promote motivation for reading and writing that benefits of cooperative and collaborative learning experiences. As emphasized, the cooperative learning ability to bring children together so they can teach and learn from each other through discussion and debate. As, in the social interaction and collaboration within small groups of children promotes achievement and productivity. According to the cooperative settings, children form friendships and greater acceptance of differences, but high and low achievers can work together, as seen with children from varied racial and ethnic backgrounds.

An intervention program that is less time-consuming than a 1:1 approach are small group programs. Small group programs are effective because of the social interaction between the teacher and students (Ross & Begeny, 2011). Fien et al. (2011) quantitative study observed the “effect of small group instruction on the vocabulary and comprehension of first-grade students” (p. 307). Researchers divided 102 first graders into two groups: small group or whole-class reading curriculum. Results suggested that students in the small group outperformed the students in the control group on expository retells (.89 points) and vocabulary knowledge (5.89 points) (Fien et al, 2011). Another small group program that enhances students reading fluency and

As a pre-service teacher it is important to shift the mindset of students from thinking of getting the right answer and instead encourage critical thinking. The purpose of group learning activities is to help struggling students.To properly implement heterogeneous groups in my teaching I will make sure to articulate my goals during group work, and include academic objectives. I want to make sure that students achieve social skills that they may want to develop. It is critical to helping groups get started therefore I will explain the group’s task. I will explain how the task involves individual accountability, and how they will be assessed throughout the process. During group work monitoring and regularly observing group interactions and progress, by circulating during group work is something I would do as a teacher. Circulating during group work will make it easy to observe problems, allowing me to intervene and help students move forward on the task. I think getting different perspective is important and I plan on discussing with future colleagues what works best and what curriculum we are finding more

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.

[The students were placed in small reading groups, which were based on their level of reading. The classroom teachers tracked the students’ language and literacy on forms they created on their own. This helped to keep the students working at their own level, however; this has created many different reading groups for the teacher to manage as the classroom varied a great deal in levels.]

Subsequently, the way it works is instructional groups are assembled led by the teacher and based on data gathered on the student along with observations made by teacher. Students needing similar instructional support are grouped together. The focus and type of reading skills vary according to the students skill level, and the needs of the students determine how long the group will meet. Most of the time, Differentiated Instruction is taught within a 90 plus reading block with the use of one curriculum as a guide and then small cooperative and independent reading groups are used to develop reading

Something that I will use in my future practice is doing reading strategies with my students. when students are in the younger grades shared reading is very important. It is very important for the reason that it helps students to learn how to read. They are reading with the teacher and they will become familiar with the words. Shared reading is something that should be constantly. I would also have Specific literacy routines that helps the students out. From the video it was learned that the teacher Ms. Purlsey lets her students pick different reading choices during reader’s workshop. This is important for the reason that we want our students to become independent. By giving our students choices it can help to pick stuff on their own. Rather than depending on the teacher to pick something for them. Something else that would help me out in my future practice is having my students read for a purpose. I want my students to be able learn that from reading they will acquire something new. And lastly something that will help my future practice is conducting assessments on my students. By having assessments will show the progression of my students. It can also show me different things that I can assist my students with to make them more successful in life. With assessments it is needed in order to help students

The strength of the research by Kucan and Palincsar lays in the Identification of a struggling reader and the importance of the teachers to dedicate one on one time with their students in an interactive atmosphere which allows early assessment with rich texts and bearing in mind, other factors such as home, which can contribute in this problem.

When working on the assigned readings for this week, I struggled trying to understand the roles of a reading specialist and a literacy coach. My struggles are as a result of lack of experience at teaching in elementary or middle school levels; moreover, Ecuador has a different perspective about the professional profile of the elementary, middle school, and Language Arts teachers. Even though the readings were somehow challenging to understand the role of the Reading Specialist and Literacy Coach in the United States, I could reflect about my preconceptions of what a Reading Specialist does, be critical of the status of reading teaching in my country and possible ways of changing reading teaching policies in Ecuador, and