Instructional Problem
Basic Reading Skills are the biggest problem that Third Graders face. Reading Skills are vital to the academic success of students in the classroom. This in return affects a student’s life dramatically depending on the reading grade level of that student. Reading Fluency and Comprehension are two of the biggest problems. These two play a major role in academic achievement in the classroom as well as achievement on state test. Both Reading Fluency and Comprehension give support to Grade Level Reading Skills. Focusing on Reading Fluency and Comprehension will help students became successful in the classroom as well as all aspects of their life. Students that are below grade level in reading will continue to fall behind unless intense interventions are taken place.
Instructional Goal Statement and Explanation
At the end of nine weeks which is one quarter students will be able to apply the basic reading skills needed to read fluently and with comprehension. Students will use practice probes to help with fluency. Each student will be placed in one of three groups to get intense reading instruction that will most benefit them at their level. Students will be able to read a third grade passage with fluently with ease and then recite what the passage was about after the reading is complete. By the end of the year students will increase their reading level score by at least one grade level.
Learner Analysis
Requisite Entry Level Knowledge and Skills
Students need to know how to read nonsense words which will aid with reading. Students need to know their vowel and constant sounds. The students need to know the rules to short and long vowels. The students need to know and understand the different spelli...
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... Wednesday to help. In the medium group there is one table to help aid in the instruction. There is also one aid that comes for the hour of reading five days. In the low group there are two tables in which the students can be divided into smaller groups. There are two aids five days a week and three aids two days a week. During the hour all students are actively involved in the discussions and lessons that take place. Each classroom is set up with a projector that is also connected to the computer. The classroom also has an elmo which is also set up to the projector. Every two weeks students will be progressed monitor by taking the Star Reading Test. These tests every two weeks will help give pinpoints to the student’s achievement level or areas of concern. The students will receive the intense group instruction five days a week for an hour a day.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
RAVE-O functions as a small group reading intervention program. The instruction in each unit was designed to be concise, explicit, consistent, and easy to follow. The instruction was designed to progress and explicitly connect every aspect of a word as it is encountered. It has “interactive, multi-sensory activities and whimsy-filled strategies that enhance students’ abilities to decode, read fluently, understand, remember, and enjoy what they read” (Wolf, 2011). RAVE-O consists of 16 units, with three to six lessons per unit. Every day in every unit, RAVE-O’s multi-sensory activities and Minute Stories are to strengthen the attention and memory of struggling readers. The overall progress within a unit moves from accuracy to fluency to fluent comprehension.
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
Reading: According to the teacher’s data, work samples and classroom observations, Danica has made program towards her reading goal. She is able to decode through unknown words, recall details and to answer questions from short passages; however she struggles with comprehension question for lengthy reading selections. Progress monitoring shows that she is averaging in the 30-40% proficiency for reading comprehension. Danica has shown improvements towards her reading fluency, according to the Mclass DiBels assessment, 51wpm from 21 wpm at the (BOY) beginning of the year. Informal observation made by the teacher notes that Danica demonstrates weakness in comprehension and fluency. The difficulty in the area of comprehension impacts the general education setting in the
Vocabulary- it is very difficult to understand a given text if a student is stopping at every other word because a student does not know those words. This is a very critical component and will be discussed later in this paper.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
Reading instruction in the elementary school is critical to students’ success in school. Students leaving elementary school, not reading at grade level, have a much lower chance of graduating from high school. “A student who can't read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer” (Hernandez, 2011).
“The more that you read, the more things you will know. The more that you learn the more places you'll go.” This quote by Dr. Seuss explains the importance of reading. Knowing how to read is very important to be successful in life. In 2009,a nationwide study by the National Center for Educational Statistics recorded that sixty-seven percent of 4th grade students, seventy-five percent of 8th grade students, and seventy-four percent of 12th grade students were not reading at a proficient level. This will cause many problems as the child progresses through life and later on to adulthood. According to the National assessment of Adult Literacy (NAAL), forty-three percent read at the lowest 2 literacy level ("Who Needs Phonics"). They will not be able to apply to jobs, stigmatized in society, and may result in their children being illiterate also. In order to decrease the alarming rate of seven million illiterate children and give them a chance to have a better life is by integrating a method to teach them how to read better.
The five key elements are one, Phonemic Awareness. This is when a teacher helps children to learn how to manipulate sounds in our language and this helps children to learn how to read. Phonemic Awareness can help to improve a student’s reading, and spelling. With this type of training the effects on a child’s reading will last long after training is over. The second key is Phonics. Phonics has many positive benefits for children in elementary schools from kindergarten up to the sixth grade level. Phonics helps children who struggle with learning how to read by teaching them how to spell, comprehend what they are reading, and by showing them how to decode words. The third key is Vocabulary. Vocabulary is important when children are learning how to comprehend what they are reading. Showing children, the same vocabulary words by using repetition will help them to remember the words. The fourth key is comprehension. Comprehension is when a child’s understanding of comprehension is improved when teachers use different techniques such as generating questions, answering questions, and summarizing what they are
In our schools today, literacy should not just be a task for the English or Reading teacher. Instead, literacy should be a shared venture by all teachers within all content areas. Teaching literacy in all content areas is important because a teacher with a solid understanding of teaching literacy in his/her content area will tremendously help all students achieve greater success on class assignments and standardized assessments. There are three main points that surround the idea of teaching literacy in all content areas. Teachers need the necessary skills and knowledge to teach literacy, once the necessary skills and knowledge are gained then there is justification for teaching literacy across content areas, and
"There is more treasure in books than in all the pirate's loot on Treasure Island (Walt Disney, ND)."Research on effective reading instruction concludes that significant benefits are provided to students who are explicitly and systematically taught key skills and strategies. Children also need opportunities to read interesting texts and apply what they have learned. This is explored through explicit and systematic teaching as well as the foundation of reading through shared reading, guided reading and modelled reading. Before a student can read or write, they must be taught key skills through phonemic awareness, phonology, phonic and syntax.
According to Temple et. Al, there are components for reading. “Reading is the act of getting meaning from a written text.” (Temple & Ogle & Crawford & Freppon, 2005, p.7) There are steps to learn to read; first step is “word recognition.” This activity is that readers recognize letters and words. Next step is “phonemes” which is the smallest sounds in language. Readers who in “phonemic awareness” are able to know how to make sounds with letters. In “comprehension” step, readers are able to understand what they are reading. They can improve reading ability by expanding knowledge of vocabulary. If they can understand words faster than previous time and accurately, they are on “reading fluency” step. The last step, which is “interpretation” or also known as “critical reading”, is a time when they are able to understand author’s thought and mind by reading their words and arguments. National Reading Panel categorized literacy by areas of alphabetic, fluency, comprehension, teacher education and reading instruction, computer technology, and reading instruction. Alphabetic includes
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having