Increasing Student Achievement For Reading Through Implementation Of The Daily 5

The question that I have chosen for my inquiry project is: How can you improve performance in a first grade classroom with Guided Reading? I am interested in this since I teach first grade. As a first grade teacher I am always looking for ways to improve my class’s performance. Guided reading offers support to the students as they are learning. Rogoff suggested that “adults support children’s learning by structuring the task’s difficulty level, jointly participating in problem solving, focusing the learner’s attention to the task, and motivating the learner.” (Frey & Fisher, 2010, 84).

My early reading experiences reflect the history that Vogt and Shearer (2011) describe in the first chapter of Reading Specialists and Literacy Coaches in the Real World. The basal reading programs of the 1970s and 1980s included “leveled readers, phonics activities, and a great deal of comprehension skill practice, usually found on the pages of the accompanying workbooks. The programs also included highly structured, detailed teacher’s guides, with different lesson plans for each of the three instructional groups” (Vogt & Shearer, 2011, p.13).

The literacy block should consist of a balance of whole-group, small-group, and independent practice. Tyner states, “The challenge in orchestrating the literacy block can be best described as putting together a literacy jigsaw puzzle.” (Tyner,2009). The components of a balanced literacy block should include modeled reading such as a read-aloud which should include texts above the students’ reading level, modeled writing so that teachers have the opportunity to demonstrate how a writer thinks while writing about a text, shared reading which includes the teacher reading most of the text but also allows the students to engage in choral reading with grade-level appropriate texts, shared writing to be used to focus on comprehension but may include the writing process as long as it is used together, small-group differentiated reading and writing, and independent reading and writing so that students can use the skills learned previously to produce a final product.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

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

In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

This critique is on the evaluation program of Freedom School Partners Children’s Defense Fund Freedom Schools. This evaluation report was composed in October of 2013 by Dr. D. Bruce Taylor, Dr. Sandraluz Lara-Cinisomo, and Dr. Crystal Glover members of The Center for Adolescent Literacies at UNC Charlotte, North Carolina. This is the fifth evaluation of The Freedom School Partners Children’s Defense Fund Freedom Schools. The main purpose of this evaluation is to analyze the outcome of this summer program on a student’s reading accomplishments while attending a Freedom School Partners in Charlotte. Ten of the nineteen Freedom Schools were chosen for evaluation.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

[There is a total of 2 hours and 15 minutes dedicated to literacy each day in my classroom. There are 30 minutes of reading whole group, 30 minutes of reading small group, 45 minutes of writing, 15 minutes of independent reading, and 15 minutes of read-aloud every day.]

Reading Recovery is a highly effective short-term intervention of one-to one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and used as a supplement to good classroom teaching” (Cox, 254).

Cate came into kindergarten already reading because of the incredible support of her fours teachers. Learning was fun for her and she loved going to school. Given her abilities, my husband and I wanted her to be challenged to move forward as she was able. However, the critically decisive factors that compelled us to choose Second Pres kindergarten were its developmentally appropriate curriculum and individualized education. We believe without the experience of Second Pres kindergarten, our oldest, Holly Jane wouldn’t be a third grader reading

The evaluation of the Leveled Literacy Intervention is being requested by our district superintendent, Dr. Craig Witherspoon, to determine the success of the implementation and the efficacy of the program. During this last year, our district piloted the Leveled Literacy Intervention program throughout the district with our Tier 3 students in the elementary schools. The Leveled Literacy Intervention program provides students with reading assistant system, and the training of classroom teachers and reading specialists. Higgins, Fitzgerald, and Howard (2015) found that providing “early interventions for struggling readers is critical for their future academic success” (p. 260). These authors continued by explaining that “these interventions should contain structured activities where students are supported through scaffolding, modeling and guiding until they gain competence and

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.

After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.