Portland Public School Reading Program Analysis

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).

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

(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

Teachers should use leveled readers and different kinds of texts with students. The teachers should make sure to give background information about the books the students will read. This will help students to understand what they read. In groups, teachers should listen to the students and write down observations about what the students do as they read. There are eight points to the Fountas and Pinnell guided reading program. The first point is for teachers to use high, quality text for reading comprehension. Teachers need to use quality texts that are able to spiral in understanding for students. Teachers should model and give explicit teaching when doing guided reading groups. Teachers can help teach vocabulary through guided reading, which extends to other parts of the academic curriculum. Guided reading should include phonics instruction, concepts of print, and fluency guidance. This program should also include writing and helping students’ development proper writing habits. The lessons should be engaging to students and encourage good reading habits. Guided reading is a program that allows teachers to work one-on-one with students while in a small group. Teachers are able to help students with what they need in order to understand

For this assignment, I completed a survey to assess my school’s literacy program by using a survey that was adapted from by Patty, Maschoff, & Ransom (1996) to analyze the instructional program and the school’s infrastructure. To be able to answer my survey, I needed to go colleagues of mine in the English Department and to my administration to help with these questions. Being a math teacher, we hardly ever discuss the literacy and the students’ acquisition of it in our department meeting during staff development days. Since I am not truly current with literacy acquisition in education, I am hoping to understand more from this process so I can help all my students. I want them to be able to read texts related to math and find

The Drop Everything and Read (DEAR) program compared to the Silent Sustained Reading (SSR) program proves to be a more effective reading experience for students. The DEAR program provides exploration and a better understanding of what students are reading, which is more than the SSR experience where they are just sitting and reading silently. Teachers are able to incorporate structured time to work with each student periodically to assess their progress and plan corresponding instructional goals. More importantly, students are given the time to read books that are of interest to them, discuss with the teacher what they have read, and obtain the support they need for further reading explorations and considerations (Gardner, 2016).

My second ah-ha learning moment was found on page 5 of the WebQuest under Task #3 (Basal Readers for Reading Instruction The Reading Textbook). “Accelerated Reader -not really a program, but teachers use to give grades”. Why is this program not really considered a program? I vaguely remember participating in this program, when I was in school. Our program was titled “The Accelerated Reading Program (AR)”. It consisted of students going to the library checking out chapter books to read and being tested over the book. Each test that you take and score an 80 percent or higher, you would receive points toward winning prizes at the end of the school year. There were prizes such as a boombox, CD player, watch, video game system, mini tv, etc.

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.

I will use the Literature circle to enhance the student’s ability to collaborate on a higher level so that they can move toward independent readers, molding them to integrate in a powerful classroom activity that will activate their critical thinking skills. I will do a book study and have students to meet and discuss the importance of rotating their roles giving everyone an opportunity to share the responsibility. I will teach how to highlight in different colors distinguishing each student reading.

Changing the trajectory of struggling readers starts in the classroom setting, with tier one intervention. In order to change a student’s reading trajectory we, teachers and specialists, must first understand the “comprehensive and balanced view of students’ literacy processes” (Risko & Walker-Dalhouse, 2015, p. 107). Risko and Walker-Dalhouse (2015) suggest a variety of “evidence-based assessments and instructional practices” (p. 107) to support struggling readers across a diverse spectrum. Some examples of these evidence-based practices including: providing rich contexts for learning, providing explicit instruction, and embedding skills and strategies. The authors also provide an example classroom scenario, where Ms. George implements some of these practices in her fifth-grade classroom. Overall, it is up to the classroom teacher to implement evidence-based practice, aligned with state standards, to support the needs of struggling readers within his/her classroom setting.

Reading Workshop - For reading workshop, teachers use assessment data from DIBELS as well as RAZKIDS to determine each student’s instructional level. Teachers then develop guided reading groups to teach students at their own level. Since those at the same reading level may still vary in their mastery of specific reading skills–such as

With a well-defined purpose for close reading intact, strategies for implementation must be identified. Fisher and Frey (2012) investigated close reading in secondary schools in order to identify methods for teaching close readings in the elementary schools. Through ten observations the research team, including teachers from kindergarten through sixth grade, observed high school teachers utilizing close reading with their students. They discussed and implemented five components of close reading. First, the use of short passages ranging from three paragraphs to two pages were used. Second, they recognized that the text was complex which made the close reading necessary. Third, they observed repeated reading of the text evolved from a new purpose or a question for each reading. Fourth, they identified text dependent questions that required students to provide answers supported by the text. Fifth, they noticed students annotating by underlining statements, circling words and phrases, and making notes. They realized that frontloading was surprisingly brief. The team debated the issue but ultimately decided to limit this strategy by allowing the students to frontload more independently. Their discussion led to modifications in the secondary methods of close reading in order to create a system that worked on the elementary level. These elementary teachers began using their method close reading in their classrooms, which by all accounts was successful. Repeated reading

Unity Point (UP) School # 140 was formed in 1957, when seven rural houses were combined into one central location to consolidate one district (Duncan, 2004). This first school had 8 classrooms and 263 students. Nowadays, there are 711 students enrolled, 55% are low-income students, 12% are English Language Learners (ELLs), 13% of these students have a reported disability (Illinois Report Card, 2015). UP is a Title 1 district.

To develop a variety of close reading activities that can be used in kindergarten and first grade classes

Reading is fundamental to function in the society. It is important because it develops the mind. Reading develops language skills and comprehension needed to meet the demands of everyday life. In the U.S., there are 45 million people functionally illiterate and reads below 5th grade level (Literacy Project Foundation, n.d.). Books, magazines, comics, newspapers, and resources from the internet are reading outlets wherein they are required the capacity to read and comprehend the content. Teachers are in a quest to find ways to motivate and inspire students to embrace the love of literacy. Free Voluntary Reading (FVR) sometimes known as Sustained Silent Reading (SSR) works so that students who read independently may show significant growth in their vocabulary development and reading comprehension (Cho & Krashen, 2001).