Teaching Assistant Report

Specific Learning Disability – the teacher could adapt the direct instructions and maters use during the lesson and practice time. The teacher could incorporate partner work for students to collaborate in small groups.

Lessing, Doris. "Group Minds." Writing and Reading Across the Curriculum. 7th ed. Eds. Laurence Behrens and Leonard J. Rosen. New York: Pearson Longman, 2000. 333-335.

Students work independently or within groups during center time which allows teachers to differentiate instruction according to student’s needs. Literacy centers give students control of their literacy tasks while providing the teacher time to work in small groups and focus on specific skills. “Choice is an important feature in making literacy work stations successful” (Diller 2003). Using Big Book’s as a literacy work station in the classroom provides students a place where they can practice reading new text and reread familiar text previously taught.

In Skyline Elementary School, there are many individuals that are involved in implementing the reading program. Core instruction begins within the students’ classroom. Throughout the year, the principal observes the teacher’s techniques and style when implementing the school literacy program. Within the classroom, the teacher uses Basal reading programs. Basal is grade leveled textbooks that has an emphasis on phonemic awareness, decoding, and reading for understanding (comprehension). When intervention is needed, tier 2 is implemented. Together as a team, the classroom teacher, title teachers, principal, and literacy coach create a plan. The literacy coach meets with grade level teachers once a week and plan with teachers to help improve

The Portland Public Schools uses a reading program called Reader's Workshop to guide K-6 students through the process of learning to read and reading to learn. Reader’s Workshop is a research-based program developed by Teacher’s College. As part of Reader's Workshop, all students are assessed at the beginning of each school year using a reading screen called Fountas and Pinnell. The Fountas and Pinnel reading screen allows teachers to identify each student’s reading level. Once reading levels are identified, teachers work collaboratively to design an individualized program of literacy instruction that builds student fluency, accuracy and comprehension. Through Reader’s Workshop, as opposed to each student reading the same text in a one-size-fits-all instructional model, each student reads a personalized text that engages students at their current ability level and scaffolds text complexity as students develop the ability to engage fiction and informational text.

Shared reading is part of a balanced early literacy framework firstly introduced by Holdaway in 1979 to adapt the philosophy of bedtime reading at home into the classroom (reading). Holdaway developed this type of experience for children to engage in big books while being guided and supported by an experienced reader in a non-threatening context (text). Shared reading is beneficial if done in mixed ability groups within a whole class environment where all students are looking at the same text. This gives children the opportunity to experience books that they might not yet feel comfortable reading and reinforce

Classroom configuration to differentiate instruction can be display through work stations. Literacy work stations or centers can be set up with different exercises to connect with students who aren't in the one small group the instructor works with at once (Wilson, Nabors, Berg, Simpson, & Timme, 2012). Work stations support the differentiation of instruction that is needed to accommodate the needs of all students. Through the use of literacy stations, the teacher can group students based on their reading levels and provide the accurate interventions to increase student growth in their struggling areas. Choosing the fitting subject for literacy centers and small group is important for success in instruction. Strong centers guarantee that kids take an interest in self-coordinated learning (Wilson, Nabors, Berg, Simpson, & Timme,

I will start off by informing teachers that a part of building a classroom that produces academic proficiency in literacy development, it is imperative to comprehend that all students learn and read differently. By identifying their instructional levels, educators can plan accordingly and accommodate the needs of their students. Small groups guides in expanding student perception, familiarity, vocabulary, and composing aptitudes, moreover, it binds to Read Aloud guideline instruction ( Fien, Santoro, Baker, Park, Chard, Williams, & Haria, 2011). Numerous studies have demonstrated that small group teaching is viable and proficient for instructing students with and without incapacities Ledford, J. R., & Wolery, M. (2015).

Guided readings are used in the classroom repeatedly. The children take home a book every to their parents. They must read to a certain point every night and their guardian and or parents must sign off that they did their assignment.

CCSS.ELA-Literacy.R1.PK.10 - With prompting and support, actively engage in group reading activities with purpose and understanding.

Modeled reading is often explained as the process of reading aloud, such as a teacher reading aloud to students or students reading aloud to each other (Sipe, 2002). However, the modelling process of the balanced literacy philosophy should be more than simply a teacher reading aloud to students or students reading aloud to each other as a class. Instead, modelling should involve teachers demonstrating the action of engaging with a text. For example, a teacher might engage in modelling by showing students the cover to a book and explaining how he or she can predictions about the content of the book from the cover, or reading the table of contents to gain some understanding of the information to be presented (Duke & Pearson, 2002).

Fountas and Pinnell suggest leveling books based on the students guided reading levels. A student’s guided reading level is based on their word-knowledge, comprehension, and fluency which is assessed during small-group instruction, also known as guided reading groups. Using the F&P (Fountas and Pinnell) Text Level Gradient, books should be sorted into labeled baskets with the covers facing forward. The authors refer to these baskets as browsing boxes. Each of the books in the separate browsing boxes should be marked with a colored sticker, reminding students which box the book belongs in. Browsing boxes guide each student to the most appropriate independent reading text. This leveling ensures that students are not selecting and reading books that are too easy or too hard, but rather a text they can successfully read with at least ninety-five percent accuracy. Browsing boxes provides students with

Set aside a time every day for the reading corner. It could be in the morning after you are done getting ready, or it could be an evening time activity. The key is to set aside a specific time each day to hang out in the reading corner and have your child interact with books.

The primary instructional goal of this endeavor involves leading students through the process of learning to read and reading to learn. Our goal is to ensure that all students are provided an individualized program of reading instruction using the pedagogical process inherent in the Reader’s Workshop program developed by Teacher’s College. The Reader’s Workshop pedagogical approach focuses on pinpointing

At this time schools responsibility is to accomplish literacy programs that conforms to the state standards. Our job as reading specialist is to help students achieve academic goals. We need to make sure our students get the proper help in the reading areas of phonics, fluency, vocabulary and comprehension. The public system are studying the effectiveness of reading strategies. The reading programs should be align with the state standards. A daily reading instruction need to be included with the five components of reading instruction. In addition, different types of reading assessments to monitor the student’s improvement in academics. Small group instruction is also very helpful for an action plan. The literacy instruction should be going on with no interruptions in blocks of 90 minutes. In those blocks the small group instruction also que take place. This strategies can focus on strengths and weaknesses of each student. Skilled teachers can plan instruction and meet daily instructional goals. Teacher can take at least 20 minutes per groups of students to work with them in the areas the need most help for improvement. The weekly lesson plans can provide of regular classroom instruction. Teachers have to plan differentiated instruction for a specific at-risk or readers. Also, modifications need to be made with each weekly lesson plan the teachers prepare. The school district reading literacy plan is an essential complement for students’ academic achievements. A