Teaching a story is the road map teachers follow when reading a story with children (Blair, 2013, pg. 100). Teachers not only teach a story; they guide their students to specific steps to enhance reading comprehension. In order for teachers to do this they use two major strategies, which as shred reading and guided reading. Shared reading involves reading a book together with your students, primarily with beginning readers (Blair, 2013). In shared reading, teachers have the opportunity to teach word awareness, print awareness and phonological awareness. Guided reading follows a before, during and after process guided by the teacher. Different questions and comments are made in each of the sections. The purpose for guided reading is to predict
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 model that was discussed in chapter eight was the Gradual Release of Responsibility Model of reading. This approach uses appropriate texts that meet the student's language needs, either in their first or second language, and multiple strategies to gradually build student's reading abilities, from beginner readers to independent readers. Some of the early strategies are Read-Alouds and Shared Reading, where teachers read aloud to students and then gradually work toward the task of students sharing some of the reading.
In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.
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
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
To assist students to “read with purpose and anticipation,” Vacca et al. (2014, p. 173) suggests, in their book Content Area Reading: Literacy and Learning Across the Curriculum, that teachers need to “create an instructional context” that activates their students’ “prior knowledge” and helps them to become interested in a lesson. Throughout chapter six, “Activating Prior Knowledge and Interest,” Vacca et al. (2014, pp. 172-173) explain instructional strategies that can lead students to “read with purpose and anticipation.” This chapter presents the reader with a plethora of instructional strategies and means for applying them, along with example for real educators. As I journeyed through this chapter, I discovered many instructional strategies,
I chose to use the article “From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play” by Susan L. Massey for my study group. As a primary school teacher, I try to implement storybooks into every literacy lesson possible. “Quality children’s literature provides exposure to abstract language and abstract concepts not commonly experienced in typical adult-child conversation” (Massey, 2013, p. 125). I chose this article because the variety of strategies and scaffolding techniques introduced. Not only has this article provided me with numerous ways of enhancing student involvement through conversation but, also by expanding student vocabulary and comprehension
“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
For readers struggling with fluency, the techniques which are most helpful are ones that build vocabulary and allow the instructor to monitor student progress. Repeated reading is a technique which asks students to reread short passages 3-5 times until their fluency improves. In guided oral reading, the teacher previews difficult concepts and words with the student in order to improve their reading comprehension. Acting as a role model, the teacher reads the text aloud while the student listens to target words and concludes with a summary of the text in their own words. Peer-supported reading is a technique similar to guided oral reading in that a stronger reader acts as a model for a lower performing reader.
For the second interactive read aloud, teachers should read the book for a second time
I believe the more I read and the more I write, the easier it is for me to comprehend what is being told in the story line. For example, in Dr. Seuss’s ABC book, I was able to comprehend which words began with each letter in the alphabet as the book contained pictures and examples of each letter. The book Ten Apples Up On Top! by Theo LeSieg helped me gain a knowledge and understanding of counting numbers as well as learning my colors. Each page in this book displayed an apple in bright red color with one or more apples on each page. By doing so, this taught me to count each apple on the page and the repetitive use of the red colored apple taught me the color red. I believe it is imperative that all readers gain a knowledge and understanding of words being used in their
Teacher will model for students how to think about what is being read, as they read aloud. Teacher will make predictions and summarize while reading. Students can practice by looking at pictures in the text, studying vocabulary words and looking at context clues, then sharing what they have discovered.
Explicit instruction is important in connecting to prior knowledge and skills when beginning a learning sequence (Australian Curriculum and Reporting Authority, 2016). It helps to lay the foundational areas of reading and literacy as a whole in the early years of schooling. Effective reading instruction builds on what children already know, how students learn and on what degree of support they need to become successful in reading/learn and apply new information (Archer, 2011, p.18). Here the idea of scaffolding is evident where “the support provided by the teacher (or another student)…bridge(s) the gap between their current abilities and the intended goal” (Rupley, Blair and Nichols, 2009, p.129). It is important for students who are learning something new, to have the opportunity to have it explained, the opportunity to apply that information guided by their teachers and the opportunity to apply it independently (Archer, 2011). Through an explicit approach the responsibility for learning shifts from teacher to student as they gain confidence and competence with reading. Reading is not an automatic process and must be taught, “explicitly, systematically, early and well” (National Inquiry into the Teaching of Literacy, 2005, as cited in Hempenstall, 2016,p.5). Building on this, it is not enough for explicit instruction to be effective; it must also be efficient so that students can meet outcomes as soon as possible and are given the opportunity to apply it. This highlights
Guided reading is an instructional approach where a teacher works with a group of students on the same reading level, and who demonstrate similar reading behaviors. Guided reading is highly important when it comes to improving a child’s reading skills. Which is why it is important that children begin guided reading as early as possible. Beginning guided reading during primary school can be beneficial to young students who are still learning to read. By having the children read aloud the teacher is able to identify where their strengths and weaknesses lie within their reading. Then the teacher may be able to group children together
Student will have a variety of ways the text will be read. The student will listen to an auditory telling of the story on the computer, a read aloud with a peer or an assisting teacher, and a classroom shared reading. This method was chosen to help assist the student when coming across difficult vocabulary the student is unfamiliar with. It also provides support if the student is not feeling comfortable with orally reading the text.