Reading comprehension is a critical skill for students. When students demonstrate that they need intensive support in the area of comprehension, the teacher may have to modify the present curriculum being used in the classroom. Therefore, the author suggests a reading comprehension practice modification that combines a modified reciprocal teaching style and cooperative learning. Thus, a reciprocal teaching style is when the teachers and students take turns leading a discussion about the key features of text through summarizing, questioning, clarifying and predicting. In fact, reciprocal teaching aides helps students who have difficulty with reading comprehension. Included in this modification are four comprehension strategies that students …show more content…
They have to help students identify the information they have read. A strategy to get this information is to ask who or what and what is relevant within the passage. The students are taught, to sum up, a passage in less than ten words, so that their meaning conveys the most important idea(s), but not unnecessary details. The wrap up teaches students how to come up with questions and review the important information they have read. The second strategy is cooperative learning. Once the students have learned the four strategies of reciprocal teaching, the students have developed proficiency by applying them in teacher-led activities, they are now ready to participate in cooperative learning groups. The teacher may choose for the students to work in pairs if that best meets the students’ needs. In this modification, groups are assigned with four students of various abilities. The teacher assigns the students roles that rotate on a regular bases. The rotation gives the students the opportunity to experience a variety of different roles. When selecting reading materials, the teacher must select reading materials at students’ instructional level, which refers to students being able to decode about
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
...tary level. Studies show a correlation between structured programs with a comprehensive systematic way of presenting curriculum is essential for helping students make progress in school). Explicit instruction is critical in teaching reading (Graves, 2004). Incorporating the CAFÉ strategies in whole group mini lessons and then allow student to participate in the Daily 5 reading activities seem to be a place where everyone is on the same page in teaching reading. The Daily 5 structure follows the characteristic of what “good literacy instruction” should be. It is consistent, and well designed in instructional routines. It has opportunities for authentic practice in reading and writing. It is highly motivated and engages students. Assessment is on going with each student and the class as a whole and learning objective build and change over time. (Teale, 2009)
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
Teachers, according to Tompkins (1998), scaffold students’ reading to enable them to develop and use reading skills and strategies in guided reading. In particular, in scaffolding students’ reading comprehension, according to Palloway and Patton (1997), the teacher thinks aloud or talks through the steps he or she follows to reach a specific conclusion. They added that as the students begin to understand the process, they gradually take over the talking through procedure and the teacher acts only as a guide providing prompts when needed. The teacher, they add, models the scaffolding steps. In comprehension, they continue, the teacher helps students sort out the important concepts and ideas of the
An active strategy employed within the lesson is a partner-oriented coaching method, where two students pair up and one student assumes the role of a ‘coach’ during a single stage in the activity. When moving onto the second stage, the partners swap roles, and continue to swap as they progress through the stages until finishing the activity. During this part of the lesson, the students can explore mitosis more within their partner exercise. According to Rezazee, Moadeb, and Shokrpour (2016), “During group work, group members have opportunities to experience significant skills such as the ability to ask, explain, cite the example and criticize” (p. 681). While the students have the chance to ask questions during the presentation and modeling sections of the lesson, this section engages students with each other. It allows students to expand on the information that was presented to them, and
Grouping students by reading level and working with them in small groups on the skills that they are struggling with the most is extremely effective because you can see in the moment what they do and don’t understand and can then change your instruction accordingly. With small group instruction, no one falls through the crack. There is a big push in education for more differentiated instruction and guided reading really answers that call. If both the guided reading station set up with the teacher and the independent work that students have been giving to do without her are set up well, then both can function effectively. Therefore, it is the responsibility of the teacher to plan challenging enough material and activities for the independent work that her students are engaged and working diligently while she is working with a guided reading group.
Then the teacher, and students will read the passage together, and then the teacher will ask students questions about the passage (Erekson & Optiz 2015). The students tended to become more relaxed, and at ease in reading passages. Miss Banks noticed that students who were struggling to read were sounding out the words, and they looked frustrated while they were reading. This made me realize if this reading strategy worked for them or not. The next strategy Miss Banks used is Paired Reading. Paired Reading is when two students read a reading passage from the same book. The teacher usually pairs a high reader with a lower reader to improve their literacy skills. (Erekson & Optiz 2015). Miss Banks will put each of the English Language Learners with Native English Speakers, and each student will take turns in reading a passage from a text book. The Native English Speakers seemed to become teachers while the English Language Learners seemed to become more comfortable with their classmate, and was able to comprehend and develop fluency skills. This made these students become a teacher for one another. This is a strategy that Miss Banks will embellish, and it signifies how motivated how these students benefited from one another. This is such a helpful commodity that Miss Banks will use this strategy at least twice a week in the
Because of both language and classroom social skills can be learned from peers, it would be important to build a community of dynamic grouping and provide them to participate in a reading activity within a familiar classroom routine rather than pull out ELLs from the main classroom. Teacher’s underestimation of students’ ability to read and comprehend English text is very dangerous. Instead of focusing on surface features of language, teachers should respond to students at the level of idea and model the use of Standard English. Then, they will have confidence to express their idea in a conventional way.
When teachers support their students they use instructional strategies to address all individual students within their classroom: SIM, Eight Stage Model, accountable talk, gloss, obtaining different or easier text, directed listening-thinking activity, textbook aids, adapting texts, KWLs, and much more (Lapp, Flood, & Farnan, 2008, pp. 95-110). Along with specific instructional strategies to engage students, teachers need to tie new knowledge to previous knowledge both in and out of school, with “...intellectually rich activities that require problem solving interaction and active participation, and to make a connection and investment in a given activity to increase learner longevity and productivity (Lapp, Flood, & Farnan, 2008, pp. 118-119). Connectivity comes with the use of instructional strategies that include: Think, Predict, Read, Connect; Group Mapping Activity; Vocabulary Self-Collection Strategy; and Inquiry Projects. Inquiry projects allow students to become hands on in their learning as seen with a school garden to understand plants and how gardens create healthy foods which can get used by a school for healthier eating during lunch time (Lapp, Flood, & Farnan, 2008, p. 126). Whether a specific instructional strategy or a hands on experience engaging a students no matter what strategy proves important for the success of a
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
Effects of Reciprocal Teaching Strategies on Reading Comprehension by Norlida Ahmad. The purpose of this study is to investigate how ‘reciprocal teaching strategies ’ could help low-proficiency to improve their reading comprehension . It tries to answers two questions which are can reciprocal teaching strategies help low-proficiency students in the Sixth Form improve their reading comprehension of expository texts, and how do these low-proficiency level students in the Sixth Form respond to the use of reciprocal teaching strategies in their reading comprehension of expository texts. It has been applied it on 68 low-proficiency level students from the Sixth Form from an urban school in Malaysia . This study is quantitative and qualitative.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
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
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.