Shared Book Reading Program Analysis

When I registered for this class, one of my main concerns was my lack of knowledge and experience as an active participant in a reading program. My background as an EFL teacher, and later, as faculty, provided me opportunities to teach how to read in a second language, and be aware of the importance of reading as a study strategy in higher education contexts. However, I have never been a reading teacher in elementary or middle school, nor been part of curriculum design, or a language arts specialist. This lack of experience put me in a position where I questioned my abilities to discuss what reading leaders do and what good practices for a reading specialist are.

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

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).

“Anderson, what’s the DOW stock valued at today?” inquires a wealthy businessman, with a hint of concern. In the world of wealth management, this is not an uncommon question, considering that stock holders obsess about their return on investment. Similarly, in the world of academia and educational research, authorities obsess about effective instruction and frequently ask, “what is the current value of literacy?” Educator Jim Trelease uses his book to answer this (The Read-Aloud Handbook, 2013). Academically, Trelease gives readers a synopsis of why classrooms need reading aloud time and how they can capitalize it; in addition to the facts, Jim uses a personal tone to remind readers that literacy education is an investment in everyone’s future.

“A Read Aloud Curriculum integrates intentional direct comprehension and explicit vocabulary instruction into read alouds while maintaining the integrity of an authentic read aloud experience that would be highly engaging for students (Fien, et al., 2011).” The Read Aloud program is structures as to “(a) set a purpose for reading, (b) building vocabulary knowledge, (c) making text-to-text and text-to-life connections, and (d) having students retell stories or information on a regular basis (Fien, et al., 2011).” The problem is that Read Alouds by themselves do not help close the gap between children who enter school with strong vocabularies and children who enter school with weak vocabularies, accordingly the gap between students with strong and weak vocabularies only grows as the children progress through school. Another setback for students with weak vocabularies is that there is a direct link between word knowledge and comprehension, consequently the children with weak vocabularies will struggle with comprehension. Small-group instruction shows promise in improving student’s vocabularies thus improving their comprehension. By spending more time with the text and receiving instruction in a group of 2-5 students, those with weak vocabularies have shown improvement in their word knowledge and

Reading is an important part of today’s society. Being able to read and write defines populaces as educated, successful and intelligent, since the world revolves around written language. Being literate is a vital tool of survival in today’s civilization. Reading is not only important for basic day-to-day functions, but also helps to form a stronger self-disciple, longer attention span and better memory retention. From the moment a child is born, caregivers begin reading to their child.

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.

With the growing number of English Language Learners and the induction of inclusion in general education classrooms, teachers have had to change their way of teaching to allow for differentiation in the classroom. Differentiation is also necessary for those students who are struggling with their reading skills or for those students who are reluctant to read. Just as in any other subject taught in school, reading is not a one size fits all subject. Teachers must make sure that they have quality materials that can be used by various levels of students and to meet the Virginia Standards of Learning. Quality differentiated instruction in reading should include books that are at the grade level struggling students are reading at and subject matter that can entice reluctant readers to find something that is actually worth reading. Reluctant readers are able to read but seem to never find a subject that interests them. With differentiated instruction, reluctant readers are given more freedom to explore the different genres and subject matter in books. Differentiated instruction should also allow extra time for those students who are slower at reading or do not like to read. Students who are struggling readers still need their teacher to help, but with using books that are at the correct reading level the student gains independence quicker. Since differentiated

Planning for two different books was not difficult, but I had to keep in mind that my student was only going to have the opportunity to read one of the books, and in the end, my student chose to read The Story of Henny Penny. For this shared reading lesson, I followed the steps for a shared reading by Gail E. Tompkins (2014). I had to adjust and adapt the steps slightly because I only see my student once a week for forty minutes which means I don’t have

After reviewing the fourth grade DDM data, it was evident that our students struggle with close reading and comprehending texts on a deeper level. They were able to answer a majority of comprehension questions that were stated in the text, however, 89% of students scored 60% or below on inferential and higher order thinking questions. It is because of this data that I propose we implement literature circles into our reading routine. In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by student 's ' response to what they have read. You may hear talk about events and characters in the book, the author 's craft, or personal experiences related to the story. These types of groupings allow for authentic conversations that help deepen a student 's understanding of a text. It also requires students to work within groups and as teams, which is emphasized in our PBIS curriculum. I believe that incorporating literature circles will allow students to work collaboratively in the area of reading while strengthening their comprehension skills.

Shared reading is when the teacher and the students share the task of reading a difficult or challenging book. Teachers will often start with a book that is slightly challenging for the students and will usually read to the class while students read along with another copy of the book.

Jeanne Chall,suggested, grades Kindergarten through second are learning to read. However, students in third grade and higher are reading to learn. Therefore, reading becomes an ever increasing important tool to help a student to expand their knowledge after third grade, because learning to read does come to an unexpected standstill at the end of the second or third grade. Therefore, Torgesen, Houston, Rissman, and Kosanovich (2007) found similar reading techniques to yield effective teaching for second and third grade students; Phonics/word analysis, fluency, vocabulary study and reading comprehension. Comparably, Torgensen, Rissman, and Kosnovich revealed similar effective reading techniques released by the National Reading Panel. The researchers, also suggested effective teachers must build upon reading skills, and third grade teachers must apply targets (Grade level appropriate reading techniques) and methods of instruction to include word analysis, fluency vocabulary and reading comprehension. However, in order for these reading techniques take place in the classroom, the effect of high quality teachers must deliver high quality reading instruction. Therefore, principals must ensure teachers receive effective training to support the growth of critical reading skills, along with the practice to ensure core reading programs affect classroom

Since middle school, I have volunteered for my local library’s Summer Reading Program. I am incredibly grateful to be a part of encouraging children to read. Through the program, children set reading goals and are rewarded for every novel read. At the end of the summer, the scores are tallied up and the kid who read the most books receives the grand prize. I notice as the children’s knowledge and vocabulary expand, and as they develop a zeal for reading. As an avid reader, I understand the need for literacy across America, and knowing that I aid in tackling this problem is