2. (1) Selecting learning intentions
Identifying students needs dictates selecting learning intentions [LI’s] (Davis, 2007, MOE, 2005). These must relate to the curriculum achievement objectives, lesson purpose, WALT’s and planned activity. Effective selection of achievable intentions will allow the guided reading lesson to be well rounded, clear and successful. **
In Lesson One, it became apparent through questioning that Kowahi students were confident readers who could use strategies successfully to decode and summarise a text. However, their ability to connect personal opinion and knowledge was lacking, which led to them reading text as opposed to understanding the deeper meaning. Good readers simultaneously employ strategies; they decode and read for meaning at the same time (Dymock, 2007), unskilled readers “fail to monitor comprehension” (Garner, 1987, as cited in Harp, 1999).
“When readers take apart a text they have read, examine it from their own viewpoint, and put it back together again, they make it their own.” (Ministry of Education, 2014 – tki) Thus, learning intentions for Lesson Two were selected in an attempt to help Kowhai readers synthesise information from the text to gain meaning and enjoyment during the session. This choice proved to be valid early on, as Kowhai readers had previous read the chosen journal, however, none of them could recall any information from the article implying again they read without much comprehension present.
LI’s included discussion, as Ketch notes that conversation helps readers become reflective, critical thinkers. Relating personal connections to the text opens students “ideas of the world” (2005, p.8) and how they fit into it. Synthesising is a high level strategy ...
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...onal connection and response, questioning, considering author perspective were evident throughout the lesson and even though might be a slightly different line of questioning and thought than A was used to in her reading sessions, she grasped the purpose of the lesson and confidently set out to achieve the goals.
Looking forward, I firmly believe that A will benefit from reading lessons that engage her higher-level thinking. She is a good decoder and clearly loves reading. It would be a goal, if I was her teacher to help her see that we can gain meaning from stories and text no matter what they are about – making the story relevant to the way we think is how we learn more – metacognitive awareness is something I believe she would benefit from and employ as she is an intelligent young girl with a great enthusiasm for learning. Total 534 **needs quotes please **
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
Donald M. Murray, in this article entitled “Reading as a Reader” is talking about how reading is an unique, an essential, and a necessary aptitude for human beings in their society. While illustrating his point of view, the author stresses on the idea that our attitudes towards reading is directly linked to the systematic approaches we have while facing a article or a book. In this article, he said that: “If we approach a text believing that we are not readers, or that we can’t read, that attitude may make it more difficult for us to understand the challenging text.”(Murray, 2). Throughout those words, Murray emphasizes that we should consider the process of reading as a learning process, and as a way of deepening the capacity we have as readers. We should have an open-mind while engaging with a reading, and understand that it may always not be our fault if it comes that the text we are reading is difficult. In clear, it is all part of the process of improving ourselves. Then, Murray, in his well structured writing, portrays differents types of reading and also gives us some tips on how to approach them.
Language stands in for the actual substance in absence. How can you prove something exists without it literally being there? How do you describe the color red, or the taste of salt? You present it with a connection: it is the taste of sea water splashing to your face, the glow of sweat after a glorious game, and tears after having your heart break before you. Not being able to have the substance there can limit communication, but moreover it increases the opportunity for literature and language to “play”. Daniel Coleman explores this concept in his book, In Bed with the Word: Reading, Spirituality, and Cultural Politics, with an example of a musical performance. Though there is no life in the actual notes on a page, the pianist can eloquently give them life with each touch of her finger; they burst through the room and can dance with exquisite excitement (Coleman, 84). The text from an author can be given an equal opportunity for a performance as the reader chooses to fill in the gaps where communication is limited. The absence then becomes an even greater presence where the spirit can engage in something grander than itself. Therefore, the reason we read is to fill in the absence and to create a greater connection with the world.
He too quickly dismisses the idea of reading on your own to find meaning and think critically about a book. For him, Graff states that “It was through exposure to such critical reading and discussion over a period of time that I came to catch the literary bug.” (26) While this may have worked for Graff, not all students will “experience a personal reaction” (27) through the use of critical discussion.
Reading is seen as a simple task that a person learns at a young age. This is not true. In the Introduction to the book called “Ways of Reading” by David Bartholomae, Anthony Petrosky, and Stacey Waite explain that reading and writing is a complex process that may be difficult to understand. Two terms mentioned heavily in this book are reading against or with the grain. These being two complex terms when it comes down to reading. In most novels the author gives the reader the opportunity to agree or disagree with them. Reading with the grain is taking the author’s insight, while reading against the grain is not supporting the author’s view but your own. Both of these terms have different meanings but when it comes down to reading both of these
A study conducted by Almazroui (2007) clearly showed that the RMA process enables readers to discuss the underlying logic of their miscues. Moreover, the RMA approach allows readers the opportunity to reflect on their own reading process. Additionally, reading is an active process and employing the RMA approach sheds light on the dynamic nature of the reader’s construction of meaning (Ferguson, Harding, Helmer and Suh, 2012).
In order to help Connor develop his ability to read I would use three strategies such as: interactive guided reading (Cooper & Kiger, 2014 p.33), monitoring/ clarifying (Cooper & Kiger, 2014 p.115), and cloze tests (DeVries, 2015 p.55. will help Connor grow as a beginner reader.
These classes gave me the theoretical understanding I needed to start drawing my own research interests and beliefs. I have been always wondering about how humans are able to understand the printed representations of sounds and thoughts and puzzle them to extract their meaning. Thus, I have three research questions that shape my identity as a researcher: 1) What do college students with learning difficulties do when they read? 2) What are college students with learning difficulties’ beliefs about reading as a tool for academic success? 3) What are college students with learning difficulties’ beliefs about themselves as readers? These questions are founded on the concept of reading described by Kenneth Goodman, Peter Fries, and Steven Strauss (2016) as a grand illusion, in which the reader’s linguistic brain transacts (Rosenblatt, 1978) with the text using her sociocultural background to make predictions and respond to those predictions, using as a mediator the context where the act of reading occurs. Reading is also one of the most powerful political acts by which the reader does not only read the word, but also the world (Freire, & Macedo,
From the video, it was learned that the teacher did guided reading groups and then check for the students understanding of the text. This strategy really helped William out because after a couple of months William was able to tell the teacher what he had read from the text. The teacher also encouraged the students during independent reading. During independent reading, the teacher would encourage her students to read for enjoyment. This is good because students sometimes just want to read things that interest them and not something that the teacher has left for them to read. The teacher had something that she called browsing books where students read books on their level, however, they are books that are interesting to the students. Students are encouraged to read books that are in bins that have picked out with the teacher. The teacher also uses the strategy of a literature circle. Where on this strategy the teacher works with the students and they do comprehension work together. And the students are allowed to show their work. And lastly, the teacher has a conference with the students and their parents to show the students that the teachers are there to help them
This teaching technique allows the students to engage in their background knowledge prior to reading. It is also used after their reading to apply what they have gained in their reading. K stands for what the students already know about the topic. W is what the students want to know about the topic. L represents what they learned from the reading. The teacher prepares the K-W-L charts and the students fill in the K and W categories. After reading the selection, students document in the L chart what they’ve learned in their reading. The K-W-L focuses on comprehension as it allows the students to gain an understanding of their reading selection before and after. The effectiveness depends
...ents to make a good reader. Therefore, without a certain piece of reading students skills the scaffolding is unstable. Due to a student’s faulty scaffolding, reading does not work cohesive to make the end product a successfully understood story. This concerns me. If I feel like they are falling behind on these skills and their other teachers, my colleagues, are not teaching them these skills, I will and do my best at making it appropriate for my class. Without reading skills, they will be faced with horrible ramifications from their problems to comprehend and understand the vocabulary words they see in their textbooks.
Reading goals must be realistic. Students will not engage if the reading is not authentic. I want to encourage my students in reading and give them the tools they need to succeed while allowing them to choose what they read. I also want to implement different reading assessments that are creative rather than just textbook responses. Genuine reading experiences will help my students find their own passion for reading. These experiences may come from allowing students to pick their own books, having parent involvement, giving specific feedback, or alternative ways of assessment. I believe the more options I give my readers the more realistic my chances of connecting with them are.
They state how many academic teachers will focus on one exclusive strategy, like annotating, instead of embedding it in the student cognitive process. (Simpson, Anderson, and Stahl, 2014). This will not lead to them learning, rather it will only lead to knowing the one strategy. This is one of the problems with the testing that is used for students and reading, because the tests only focus on annotating and mapping, which would be considered acceptable learning. The authors believe that it takes more, as they have stated before, the cognitive based embedded theories such as, selecting, summarizing, organizing, elaborating, monitoring, self-testing, reflecting, and evaluating helps students build their own personal theories they can use to help the in studying, learning and reading. (Simpson, Anderson, and Stahl, 2014). The strategies that students learn through these processes can be used and molded to any academic subject, and one believes that this was the author 's main
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
Literature has an enormous impact on a child’s development during the early years of his or her life. It is important for parents and teachers to instill a love of reading in children while they are still young and impressionable. They are very naive and trusting because they are just beginning to develop their own thoughts, so they will believe anything they read (Lesnik, 1998). This is why it is so important to give them literature that will have a positive impact. Literature can make children more loving, intelligent and open minded because reading books gives them a much wider perspective on the world. Through reading, children’s behavior can be changed, modified or extended, which is why books are so influential in children’s lives while they are young (Hunt, 1998). Literature has the power to affect many aspects of a child’s life and shapes their future adult life.