Shared Reading Research Paper

Active involvement by students is important as they talk about the story, ask questions, and build expectations of the text. Everyone in the group simultaneously reading and receiving support from the teacher and other students is included in active involvement. Students engaged in conversation before and after reading in a social environment implements reading, writing, speaking, and listening skills.

The second learning outcome is General Outcome 2, “Comprehend and respond personally and critically to oral, print and other media texts” (Alberta Education, 2000, p.16). The educational assistant was successful in developing this learning outcome by having the students re-read and pre-read chapters together. Repetition helps improve speed, memory, confidence and understanding. The students are spending a lot of time sharing ideas, discussing, exploring and explaining their understanding with each

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

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.

The components of my literacy program will work together. I will incorporate shared reading and writing, guided reading and writing, independent reading and writing, read alouds and write alouds, and cooperative reading and writing within my classroom.

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

The three organizations that I have researched and believe will make a great community partnerships for Reading Partners DC are United Planning Organizations, AmeriCorps NCCC Atlantic Region and Jack and Jill of America Incorporated. These organizations all have the spirit of service in the forefront of their organizations mission and have a strong desire to Improve the services provided to DC residents.

After completing all the assessments and the parent interview, reading and writing activities were differentiated and conducted during whole group and small group instruction. Bear (Laureate Education, Inc, 2009c) discusses using the RRWWT Framework for guiding instruction for students. During the Read To activity, the Emperor’s Egg (Jenkins,) is read whole group to the students. This is an information text which uses labeled diagrams and captioned pictures throughout to provide additional information about the topic. During the Read To, students are following along in their basal as I read, and I have students discuss the diagrams of the Emperor Penguin. Drawing attention to the diagrams and teaching the students how illustrations and diagrams within text can aid in their understanding of what is being read seems to help the struggling reader. Using the visuals such as the diagrams helps this

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.

These six principles to reading are substantial for teachers to take note of when working with students and their reading. The first principle is student engagement, meaning that the students have their attention on what you are teaching. In order to retrieve student engagement, a teacher must first find the student’s interests and ways to go about keeping it throughout the teaching aspect. Next is learner participation. Learner participation builds off of the student engagement. It is the hands on part. This is where the students are asked to be a part of the lesson and explore what they are being taught. Yes, sitting down and reading a story to a student is useful, however there are other ways to fulfill the participation part. You could have some of the students act out the book while the teacher reads it. It creates a fun way to visualize the lesson. Then there is repetition and reinforcement. This is where the teacher comes up with catchy ways to help the lesson they are teaching “stick”. Children do not learn from a onetime event. It is something that needs to be said and taught over and over. An example of repetition is when you are reading the book “Five Green Speckled Frogs” to the class, sing the song oppose to reading the text in a boring tone. It will help the students to count to the tune when asked. High expectations is something that teachers express on a daily basis to their class. They express what they expect of the students and the students strive to meet those goals. Having high expectations not only shows that the teacher has goals and a plan, but it also shows that the teacher knows the abilities of their students. Finally, sound teaching pedagogy and conceptual understanding are two principles that are tied together. Sound teaching pedagogy is when the

This will benefit all the students. They will be able to attain knowledge from each other that they otherwise wouldn’t be privy to. English language learners would benefit from these type of activities so much, because they would be able to interact with their classmates and acquire knowledge and putting their skills to practice. Nonetheless, without proper reading activities all of these would be a waste of time. Students need to know how to read, for them to be able to challenging assignments. In addition, teachers need to be able to identify what is the root of the problem when they see that their students are

Not only utilizing computers have more advanced functions than textbooks, but also lead to a better understanding of the lectures for the students. In their report, Digital Textbook Collaborative argues, “Digital content includes richly diverse fields of knowledge, supporting opportunities for interaction with materials, resources, and experts beyond the classroom” (Digital Textbook Collaborative). The evidence suggests that computers have more resources and will encourage students to learn more about a concept. Sometimes, textbooks do not explain the meaning of a concept while computers can have a lot of information for the concept itself. Using the textbooks makes students do not have the full image of the concept, computers can help students

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

Reading requires a habit. Without much practice, students do not have good reading skills. With a lot of reading, students will be able to find out past events, current, and can predict the events that will occur later. Students who have reading habits are capable of using time to read activities. Demand for information needs that continue to grow over time can actually be facilitated through reading activities. But this fact becomes different when the reading habits of students are still low.

Students are more likely to participate in reading activities when the reading experience involves peers. Partner reading is a powerful reading strategy I use in my reading room. It is very seldom that a student asks to read individually. Collaboration promotes independent learning and builds confidence as well.