Inquiry Project: Improving Performance Through Guided Reading

English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.

I run my program through M4RA (Mentoring 4 Reading Achievement). M4RA uses a scientifically-based model of 1:1 reading mentoring for students reading below grade level, including students with disabilities. Students are mentored 5 times per week by trained peer mentors using Reading A-Z’s tutoring and mentoring packs. Like I said prior, I use an adapted version. I use the tutoring and mentor pack which includes Leveled Books, Fluency Practice Passage, Graphic Organizers, and Comprehension questions. But I created a lesson plan better suited for Middle School Students. I also created work on Clarification, summarization, Questioning, Making Predictions, Visualization, and Retelling the story. I identify each of the 5 areas of reading instruction through this program. There is so many different strategies that I use in this type of learning that all learning styles are reached during some

She is able to meet more students’ needs than she would be working one-on-one. She also creates reading stations and activities that will support their development as well where there are support activities that are specific to those guided reading groups. She evaluates students each nine weeks through PALS, a phonological awareness assessment, to see their growth along with problem areas that still exist. They also do Fundations as part of their curriculum to help students, but wishes she had more time to use this system with students.

(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

Presently there is a rising number of English Language Learners (ELLs) entering into classrooms all over the country. According to the three research studies that I utilized, there are several varied assessment approaches for teaching ELLs in reading (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). English Language Learners (ELLs) consistently struggle with some aspects of reading because, they lack background knowledge in terms of the generalized text selections, which they are often given (Davis-Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006; Dreher, & Letcher-Gray, 2009; Ebe, 2010). The data across all three journal documents agrees that there is an achievement gap where ELLs

The value of this guided reading module is that is provided an in-depth guide to guided reading instruction. I like that it showed me each step in the process from selecting groups, classroom management, and what students should be doing before reading, during reading and after reading. The videos provided concrete examples of what students should be doing at every stage of the reading process, the skills built from the previous level of lesson and it flowed. The “You Try” section was a little more difficult because I had a hard time understanding the level system that program used.

Active reading: students will discuss and practice active reading with annotations in class and at home. Students will do various activities in class to boost their understanding of plot, characterization, and setting.

This is important because both the students and teachers have responsibilities instead of the teacher leading/doing everything. This is why it is important for teachers to support the reading and writing of students in different ways. This chapter discusses shared, interactive, guided and independent reading and writing. Eventually, I want all students to be independent readers and writers, but I want all students to feel supported. This can be done by demonstrating useful strategies and skills from the beginning of the year and on.

B., Lehr, F., & Osborn, J. (2008). Put Reading First: The Research Building Blocks for Teaching Children to Read (3rd ed.). Jessup, MD: NIFL http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf

Literacy instruction should provide students with a variety of opportunities to read, write, listen, and speak. Getting to know my students is extremely important to me because I believe students’ interests need to be considered when developing literacy lessons. It also helps when choosing books to read aloud to the class and when choosing books for the class library.

According to Reading Rockets (2018), teachers of excellence use high quality instruction byincorporating the five reading components delivered through a coherent instructional design. Instruction should include the five components of reading that are critical elements of Phonics, Vocabulary, Fluency, Vocabulary, Comprehension and Phonological Awareness. Although teachers usually follow a core reading curriculum to guide instruction in whole and small group learning, the instruction should exhibit individualization to match the needs of each student and should also be taught unequivocally in classrooms that mirror positive and appealing writing activities that support literacy.

Having the teacher read the text aloud first provides an opportunity for the teacher to model fluent reading for the student. Reading aloud also provides an opportunity to demonstrate strategies for decoding words and meanings. Discussing the book and asking open-ended questions promotes critical thinking. The student can apply what is being read from the book into what she already knows in real life. She will make the connection and gain a better understanding of the

Many English language learner students have experiences and socialized outlines that are diverse from the mainstream body. Each student, whether or not they are labeled as an ELL, come from a different set of backgrounds, personalities, families, and beliefs. All three educators have recognized the trend in their classrooms and have embraced the multicultural teaching using culturally responsive instruction. This type of teaching method inspires educators to adjust their instruction to meet the learning standards of all students. They believe that students should have the experience to use both their native language and the second language to draw real-life connections. Teachers that support the background of both languages are helping student’s link together vocabulary and word development to strengthen language development. All three educators believed in the variation of reading; including materials, text books, supplementary programs and fictional books. The adaption of numerous reading styles can assist diverse students to become more effective and competent users of the English language. They also reported that not only is it

Teachers should teach reading in, fun, exciting, and research based findings in order to help students with their comprehension. The teacher from the video "Rick's Reading Workshop: Mini-Lesson", did an exemplary job of executing all three of these factors to positively impact his students comprehension. His class was built on the foundation of wanting all his students to have a love of reading, because he believed that when students are engaged and having fun they are more susceptible to comprehend and ask questions. He read to the students in a tone that was highly engaging, and overall a joy to listen to, the students were actively engaged and with the teachers enthusiasm they never had a chance to stray from topic. I also appreciate

Comprehension of a reading text is made difficult due to the interactive nature of the reading process. Different readers respond in different ways to the same text. The reading lesson therefore needs to make allowances for both the variety of texts and the variety of readers. ( Nuttal,1996). As reading is a complex task, teacher need to be focused on the learning goals of the reading lesson and steer the learners towards achieving these goals. Even if the reading programme has a prescribed textbook, it is highly recommended that teachers use additional reading as supplementary materials.. Since the focus of the ESL reading class should be on a specific aspect of reading, the selection of an appropriate reading text is critical. If the