Several of my students in my second grade class are exhibiting weak fluency. Fluency is reading easy and well. I plan to teach another whole group lesson on fluency to assist the children in fluency. . Other teachers have suggested four lessons which I could implement to improve the children’s fluency. The lessons include: The Fluency Development Lesson, The oral recitation lesson, The Support Reading Strategy and the Cross-Age Reading lesson. The lesson that I have chosen is the Oral Recitation Lesson. The oral recitation lesson provides work on fluency in daily reading instruction. There are two components: direct instruction and student practice. Direct instruction incorporates comprehension, practice, and then performance. Indirect instruction involves practicing until mastery is achieved. There are steps involved in …show more content…
I like this lesson because you can use it on a daily basis. It is not a lesson that will take a couple of days, so you could not do it that often. It also is a lesson of progression. First I read, then they read individually or in a group, and lastly they read to the whole class. Also by us discussion what expressive oral reading is the students can see if they are reading correctly or not. I did not choose the support reading strategy lesson because it takes three days to complete. I do not think three days is long enough to see if they are becoming fluent. With the oral recitation lesson we could do it almost every day. I did not choose the cross-age reading strategy because it provides middle school readers with a lesson cycle. I do not think my second graders are ready for that. I did not choose the fluency development lesson because I do not think it incorporates the indirect instruction like the oral recitation lesson does. The fluency development lesson has students volunteer to read the texts. Not all students are going to volunteer, so the whole class is not getting the
To improve Jarrod’s fluency scores a variety of instructional strategies will be employed. First, Jarrod will receive one on one fluency intervention at his instructional level. Jarrod will be given explicit instruction
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.
The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
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
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
When I met with my host teacher Miss. S, I was able to observe her class during their literacy times. In her class she has twenty three students, ten boys and thirteen girls. Of the twenty three students, two of the students are ELL, two have special needs services, two have ADHD and one of the two is on the autism spectrum, five students have reading intervention, and three are in speech. We talked about the different techniques for teaching words that she uses with her students.
Read aloud. Though many teachers may think this an elementary strategy, it is widely known that reading aloud is an effective strategy to teach reading. Also, the teacher should model this behavior by reading aloud too. 4. Recognize alternative literacy approaches.
As I was reading this article, I remembered my struggles with learning to read when I was in elementary school. I used to dread when the teacher would call on me to read aloud to the class. At the time, I couldn’t read as fast as the other students and would struggle to sound out words. However, this problem became a thing of the past after my parents and teacher became aware of it. My parents worked with me every night to improve my reading level. Some nights I would follow along with my finger on the page to get familiar with the words as they would read aloud. Other we would change positions and I would read aloud while they followed to make sure I was getting all the words and pronouncing them correctly. I still believe that without the help of my parents and teacher I would still be struggling with reading today. I believe that children need to be read to for them to hear how words should be pronounced. Just reading with your child every night is important. From these experiences, they learn how to pronounce words on a page and their meaning behind them.
This semester I had the pleasure to be in Mrs. Smith’s kindergarten class at Normal Park Museum Magnet School. For the last four months I was able to observe and do a guided reading lesson. During this time I was able to reflect over what I have learn from Teacher Reading and connect it to what I have seen happen in my classroom during Guided Reading, writing, and reading. During Professional Development School I had the opportunity to see many different reading levels and see how my teacher taught her many different reading levels.
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.
Solley, J. (2014, February 18). Literacy for the 21st century: fluency. [Presentation] Powerpoint presented during in-class lecture. Davie, FL.
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
The Institute of Literacy, Bursuck & Damer, Shapiro & Solity all concur that teaching phonemic awareness in a whole group setting is beneficial. To increase success, the authors established a need for extra support and differentiation lesson is also needed with the whole group. According to Shapiro, Solity (2008) Bursuck and Damer using whole group instruction “was beneficial if the teacher also used differentiated learning.” Along with whole group instruction, students would receive differentiated activities; students at a “lower reading achievement would be given more practice on the previously learned material, while higher achievement students would receive an opportunity to progress in new vocabulary or material” (p. 614). To support struggling students, Bursuck & Damer (2011) set up a similar system of a three-tier instruction where students receive extra support, depending on the students needs, in the company of the whole class instruct...
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
In these days, the world would become more and more cultural. Since phonics is important step for readers, teachers should focus more on it. This is a way to lead them to success on reading. Teachers are able to know how to improve students’ literacy skill; they should dedicate time to each reading and writing. They cannot focus on only one thing. Every part should be balanced for balanced literacy. They should equally practice for each section. It is very important step to be balanced. They have to incorporate reading, writing, listening, and speaking into activities. They should know how to make students to be active to learn new things. They get easily get bored by doing same activity again and again. It also affects for the adults too. It is important to try new and creative activities to improve their skills. Once they incorporate them into activities, they must make students to be actively involved into the lessons to improve their skills. Teacher’s role is important to the students because their skills can be enhanced or dropped depend on teachers’ role. It is hard job for them, but they should lead the students. There are some complexes for balanced literacy, but teachers are able to handle these problems. There are many things to make even. Students do not learn everything at the same time even we do not learn at the same time. Different kinds and different parts