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guided reading activity 6-2
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The Basal Reading Method is an approach used to educate young children reading skills. Basal came from the term "base". Frequently called "reading books", basal series are composed of short stories, as well as individual books for learners, an instructor's version, workbooks, assessments and activities for a certain reading grade. With a cumulative importance on academic principles, basal readers provide educators a curriculum that is structured. Instructors acquire the tools they need to assess student learning and regulation to develop each lesson. Books are organized in arising difficulty and reading aptitudes are progressively presented. The latest Basal reading series that I have chosen to examine is Treasures by McGraw Hill is one of …show more content…
The Treasures program tracks a “teach-teach-review” arrangement wherein skills are brushed up every third week. The students will be familiarize to an overabundance of literary genre, and the construction of the basal reading program is encouraging to administrators who know that essential reading skills are being educated. However the problem with basal reading strategy is they are planned for clusters of readers. A structure like this does not deliver a diversity of teaching approaches for various kinds of learners. The method can make it challenging to educate exceptional, gifted, skilled students and students with learning disabilities. Since the program is progressive, students who have little linguistic comprehension at the start of the program could have a handicap at the beginning. Basal readers may be too stiff and ineffectively appealing enough for students because they do not compare to the student's wants and …show more content…
This is one advantage that McGraw Hill has, Treasures contain Leveled readers (various versions of the identical text that are simpler or more difficult) which permit educators to meet children’s individual needs knowing that each child excels differently, Treasures contained different levels of the same text so that each children reading level is acknowledge. The liberty to modify lessons to address students' capabilities and individual needs is a benefit of the McGraw Hill Basal Series. The guided reading books are grounded on the similar comprehension and phonic skills as the focal story. There are letter cards and a resource for word sorts to support phonic skills. This series really tries to connect all the sides of literacy in its place of educating in separation. My main focus of critiquing will be the workbook basal series. There is a diversity of workbook pages permitting the teacher to choose simple, same level or difficult exercises. I will be examining the kinder, grade 1 and grade 2
Research and studies that have been conducted for the Early Literacy Skills Builder by the Attainment Company (Browder, Gibbs, Ahlgrim-Delzell, Courtade, & Lee, in press) prove that this literacy program is effective in teaching students with moderate and severe disabilities. The teaching strategies used in this literacy program are based on scientifically based reading research. The purpose of this literature review is to familiarize myself and other educators with the effectiveness of this program.
Ervin meticulously developed a successful reading instruction incorporating all elements shared on the table. The structure elements Mrs. Ervin incorporated into Brett’s instructional intervention are format, time, and lesson structure. In reference to the article, Mrs. Ervin’s intervention consisted of Guided Reading and scaffolding the instruction. Hence, providing a model reader and gradually releasing the responsibility of work to the student. The intervention consisted of word work, repeated readings, writings, comprehension activities, and listening to the story on tape for homework. The format, time, and structure of the instruction was well established and the teacher did not deviate from the structure, which is absolutely necessary to provide a consistent
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
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
Jaeda’s teacher can use many different models of curriculum differentiation to produce flexible programs that cater for a range of individual differences in the classroom. Being a gifted learner, Jaeda is able to grasp lower level knowledge and skills quickly, and move to skills requiring higher levels of thinking. In general, her teachers needs to design the curriculum for her in such a way that it incorporates acceleration, extension of key concepts, an advanced reading level and the use of higher-order thinking skills (analysis, synthesis, evaluation). She needs a program that will provide her with opportunities to explore and satisfy her curiosities. She is an advanced reader which means she can engage in independent learning through reading.
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.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Trepanier, K. G. (2009). The effectiveness of the orton gillingham instructional program when used in conjunction with a basal reading program. (Order No. 3355062, Walden University). ProQuest Dissertations and Theses, , 101. Retrieved from http://search.proquest.com/docview/305080674?accountid=458. (305080674).
Talks about how the earlier reading disabilities are detected the better. With proper encouragement and tools students will have more motivation for reading throughout their lives.
The teaching of reading has gone through numerous transformations and controversy continues over what is the best reading instruction. However, there is overwhelming evidence that the use of authentic literature and time for children to read, discuss what they have read and hear fluent readers, are critical to success.
Reading Mastery is targeted for grades K through 5, focusing on phonemic awareness, phonics and word analysis, fluency, vo...
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Furthermore, informational texts found in Reading A-Z talk about different water sources like the Mississippi River where the learner could relate too since the river crosses Minnesota. Part of the assessments done the learner indicated the dislike of reading, but through selective texts of her interest or texts that she could relate and use her background knowledge to engage on the reading would create on her motivation to read. Just as Fisher & Frey (2012) states that few readers read the introduction to know if it the text meets their needs. In order to create engagement on readers, looking at the complexity of a text as a teacher is it vital to maintain the reader joy
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission