Planning Project
Reading and writing are such an important part of our day to day activities having to do learning. In order to function well in a society, one has to understand the patterns of communication through reading, writing, etc. Children have to comprehend what they read and write. In order for a student to acquire this capability of comprehending, the needed skills must be learned. This brings about my essential question: “How understand what we read?”
With this in mind, the central focus of my lesson for my focal students is pivoted on comprehension on the aspect of decoding unfamiliar words in a text or any reading material .to fluently read to understand what is read. The
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ELACC2RF4: Read with sufficient accuracy and fluency to support comprehension.
Every aspect of a lesson boils down to understanding what you read and being able to apply that new knowledge real life situations, and Ray Reutter and Robert Cooter’s research stated that there are strategies that involved in learning comprehension: activating, questioning, analyzing text structure, and creating mental or visual images are very important in attaining comprehension (Page 223). For me to achieve my goal, I have to develop strategies that will benefit my focal students my lesson to focus mainly on and I reach our goal.
My focal students Jason, brandy, and Ms. J all have a similar challenge in reading, so I plan to focus my lesson on the ELACC2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. Students will decode unfamiliar words in text to assist reading fluency and comprehension. Even though my students have similar challenges in reading, each individual learns differently. Jason and Ms. J are visual learners. They learn better seeing things play out, with illustrations and pictures. However, Brandy learns better through hands-on
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I know all students learn differently and that one strategy cannot fit all. The lesson will basically dwell on students’ prior knowledge in reading by activating and discussing the essential question. Right after, students will be asked to take a picture walk through the text. This will allow students predict what the text might be about from the illustrations and pictures. I will then introduce the unfamiliar words to the students and go through them. Also, flashcards, matching will be used to help students decode and pronounce the words. After that, I will model the first reading while students follow through by pointing to the reading. Students are then allowed to read while I listen to pronunciation, I will give support when needed. After reading, we will discuss the story and see if their predictions are
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
Prereading could be incorporated by promoting reading strategies. I would do this by pulling images from their text and presenting them in a powerpoint. We would talk about the setting, time period, and other notable features. I would use this time to introduce some of the relevant academic language. A reading strategy that I would incorporate is reading aloud by the teacher. Throughout this time, I would pause for questions. I would keep the passages short and also model metacognition. After the lesson, I would incorporate summarizing, discussion, or simulation as my post-reading activity. I can see where some days I would summarize with the students and led the class in a whole group discussion. However, there would be some lessons that I
...ed by most, and how dyslexia can cause problems with reading comprehension. It also discussed ways that we can mitigate these problems for dyslexic people, but these skills can and should be used by all learners. Reading comprehension is a perishable skill, one that if you don’t work on increasing your reading ability by building your vocabulary, learn to read effectively, or using the correct reading strategies for the type of reading material being studied will diminish. Even with the largest vocabulary, if the words are not understood literacy cannot be achieved. Literacy is the key to comprehensive reading. It also gave some of the tools for reading and understanding different types of literature and how to get the important information out of each one. Edmund Burk said “To read without reflecting is like eating without digesting” (Gallagher, 2003, p. 11).
As I have worked with students and observed lessons being taught I find some of the students struggling with in understanding the language of learning because they do not understand the vocabulary being used. They are struggle with learning the information because they are trying to understand the unfamiliar terms used in the text. This therefore creates my problem of practice. Students have the ability to read grade level text but continue to demonstrate difficulty with comprehension of information because they are unfamiliar with the vocabulary of learning. This problem appears to occur more frequently in English learners (EL) and Students with Disabilities (SWDs).
OBJECTIVES: The learner will be able to determine the main idea and detail within the text. The learner will recall vital details about the text by replying to the comprehension questions including who, when, what, where and why.
Since the dawn of man, we have become a society that has thrived on the existence of knowledge. Individuals are told that knowledge is power and power can lead to a very comfortable life on this earth. However, some people in this world have difficulty in learning that knowledge due to an inability to comprehend what they read even though they know how to read. They can read a book but when given a test on comprehension, the test results show a low amount of inability to process the information portrayed on the subject. The goal of this paper is to enlighten the reader into a slight understanding of how the brain comprehends and how to strengthen that comprehension with practical exercises.
It is broadly recognised that literacy is an essential skill and that a high degree of competency in this area will significantly enhance a student’s future prospects in life (Heckman, 2000). Phonics is the process of making the connection between sounds and letters when reading and spelling. For early students to be able to link knowledge of the spoken language to their own knowledge of written language they must first master the system of grapheme phoneme connections that link the written word with their own pronunciation. (NSW Department of Education and Training, 2009a). Coltheart (2005) submits that there is strong scientific evidence which suggests that student reading proficiency is improved significantly when grounded in direct, explicit and systematic phonics instruction. Krashen suggests that solely relying on phonics based approaches in teaching often results in children achieving highly in pronunciation tasks, but struggling in comprehension (as cited in Ewing & Maher, 2014). Given the fundamental purpose of reading is to construct and reconstruct the meaning of a text, (Emmitt, Hormsby & Wilson, 2014) it is suggested that whilst phonics is a foundational element to a reading program, it is most effective when a high level of emphasis is placed on meaning in conjunction with comprehension of text. It is vital that educators apply this theory throughout a variety of literacy tasks when teaching a student to read and that there is full cognisance of the importa...
Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text (Pardo, 2004). As educators, we should use strategies that will build student comprehension. These strategies are called before, during, and after reading strategies. Before strategies activate the students’ prior knowledge and set a purpose for reading. During strategies help the students make connections, monitor their understanding, generate questions, and stay focused. After strategies provide students the opportunity to summarize, question, reflect, discuss, and respond to text (“Classroom Strategies,”
First of all, the simple view of reading is perhaps the most highly cited and used framework for describing the processes and skills involved during reading comprehension (Gough &Tunmer, 1986; Hoover & Gough, 1990; Joshi & Aaron, 2000; Tunmer & Chapman, 2012). Secondly, from the cognitive perspective of learning to read, reading comprehension (or, simply, reading) is the ability to construct linguistic meaning from written representations of language (Gough & Tunmer, 1986; Hoover & Gough, 1990; Joshi & Aaron, 2000). Thirdly, decoding is the core of reading skill is the ability to identify individual words quickly and accurately (Ehri, 1998; Gough & Tunmer, 1986; Hoover & Gough, 1990; Tunmer & James 2012; McNeill & Everatt, 2013). Finally, the simple view of reading also has important implications for reading disability (Gough and Tunmer 1986; and Hoover & Gough
Almasi and Hart (2011) defined reading with understanding strategies as “deliberate, goal oriented, attempts to control and modify the reader’s efforts to decode text, understand words and construct meaning of the text” (p. 252). A study carried out by Collins et al. (2007) on the teaching of reading comprehension concluded that teachers emphasise more on text interpretations when teaching reading comprehension rather than on the process of reading comprehension. This simply means that some teachers do not teach learners strategies they can use to read with comprehension, instead they only focus on comprehension
Before going through the theories of reading, it seems essential to know what reading is according to the definitions of some scholars in the field of reading. As Smith (1978, p. 53) explains, reading “involves looking for meaning.” During such a unique, complex, creative, and constructive process as Broek and Kremer (2000) describe, the mind selects and organizes every things with the influence of the right mental purpose. Therefore, it looks logical to have an overview on the theories of reading at this very step as Nuttall (1996) believes that understanding reading theories is essential both for the teachers as well as the students. Some of the reading theories are developmental or the psychometric model, communication model, reading as a psycholinguistic guessing game or the top-down model, bottom-up model, automaticity of component processes model, and interactive model. Other researchers offered their theories to address the nature of the reading process.
Reading comprehension is more than just being able to read a text. It’s about being able to also understand, interpret, connect and analyse the ideas in texts. Comprehension helps improve one’s linguistic skills as well as vocabulary. When a learner has difficulty with comprehension there are a few strategies that the educator could use to help learners overcome their problems.
My reason for this is so the student would be able to sound out the words or use context clue by looking at the pictures that the book provided. I pulled one student aside where it was quite and no distractions. I instructed the student to use her finger from left to right as she reads the sentence on each page. She mastered this very well. As she was reading through the story and came across a word she didn’t know, I noticed that she would look at the picture and then say the word. I would then tell her to sound out the word so she would actually read the word and not just guess by the picture. There were a few times where I had to help her sound out a few words from time to time. As she was reading I noticed that some of her pronunciation was a bit off. You could definitely tell that she was born and raised in the south. Unfortunately, the student picked up some bad habits of using the wrong pronunciation and it has affect her the way she
Taking a close look at a text takes much more than looking at words or fining word and phrases to answer questions. Close reading is define as the mindful, disciplined reading of an object with a view to deeper understanding of its meaning (Cummins, 2013). According to Fisher & Frey (2012), the practice of close reading is not a new one, and in fact has existed for many decades as the practice of reading a text for a level of detail not used in everyday reading. Therefore, teachers need to foster this skill on students in early stages of literacy skill to become proficient in comprehension. In order for students to examine complex text, teachers need to model and guide them through various strategies that would support their understanding
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.