And given stagnant or declining reading scores, […]. Can you please share the evidence that reading frustrational level texts with children works and develops lifelong readers? Plenty of data shows that successful readers read more, so fostering successful reading IS fueling the love of reading.
Their comments about what they have seen in students speaks volumes! Published by karenvaites on November 2, You might want to sit down for this one, friends.
In very simplest terms: 1. Why is this non-evidence based practice so pervasive? So, what should you do instead? The Rethinking Reading Levels webinar. The effect on comprehension One nuance of this issue: the effect of leveled reading groups on reading comprehension. Curriculum can help you change practice.
Core Knowledge Language Arts aka CKLA developed by the nonprofit Core Knowledge foundation and available for free on their website; Amplify offers a slightly enhanced version as well as services like trade books, print materials, and PD.
Thanks for reading and sharing, friends! Know Better, Do Better… amirite?? Share this: Twitter Facebook. Like this: Like Loading Susan Hall. November 2, Reply. November 9, Reply.
Alex F. Did you see my reply to Susan? Nancy Dougherty. November 3, Reply. November 6, Reply. Did anyone find out how the non-reader became a voracious reader? What happened after he was 12 years old? Why was he a non-reader prior to that? January 8, Reply. Patricia Van House. Sincerely, Pat Van House 2nd grade teacher Loading March 1, Reply. Gnuehc Zaddy Ecnerwal. March 2, Reply. April 30, Reply.
Sue Smith. You provide support, but the ultimate goal is independent reading. Developing readers have already gained important understandings about how print works. These students know how to monitor their own reading. They have the ability to check on themselves or search for possibilities and alternatives if they encounter a problem when reading.
For these readers, the guided reading experience is a powerful way to support the development of reading strategies. The ultimate goal of guided reading is being able to read a variety of texts with ease and deep understanding. Silent reading means rapid processing of texts with the most attention on meaning, which is achieved as readers move past beginning levels through H, I, and J.
At all levels, students read orally with fluency and phrasing. You select a text for a small group of students who are similar in their reading behaviors at a particular point in time. In general, the text is about right for students in the group: It is not too easy, yet not too hard, and offers a variety of challenges to help readers become flexible problem solvers.
You should choose Guided Reading Program books for students that:. In working with students in guided reading, you constantly balance the difficulty of the text with support for students reading the text. You introduce the story to the group, support individuals through brief interactions while they read, and guide them in talking together afterward about the words and ideas in the text.
In this way, you refine text selection and help individual readers move forward in developing a reading process. Good readers employ a range of word-solving strategies, including analysis of sound-letter relationships and word parts. Quality literature is highly motivating to both students and teachers.
When selecting texts for teaching purposes include: levels of text difficulty and text characteristics such as:. During the reading stage, it is helpful for the teacher to keep anecdotal records on what strategies their students are using independently or with some assistance.
Comments are usually linked to the learning focus but can also include an insightful moment or learning gap. Teacher anecdotal records template example. There are a number of points during the guided reading session where the teacher has an opportunity to provide feedback to students, individually or as a small group.
To execute this successfully, teachers must be aware of the prompts and feedback they give. Independent reading promotes active problem solving and higher-order cognitive processes Krashen, It is important to note that guided reading is not round robin reading. When students are reading during the independent reading stage, all children must have a copy of the text and individually read the whole text or a meaningful segment of a text e.
Students also have an important role in guided reading as the teacher supports them to practise and further explore important reading strategies.
Providing opportunities for teachers to learn about teaching practices, sharing of evidence-based methods and finding out what is working and for whom, all contribute to developing a culture that will make a difference to student outcomes Hattie, , pp.
When there has been dedicated and strategic work by a Principal and the leadership team to set learning goals and targeted focuses, teachers have clear direction about what to expect and how to go about successfully implementing core teaching and learning practices. One way to monitor the growth of teacher capacity and whether new learning has become embedded is by setting up peer observations with colleagues.
It is a valuable tool to contribute to informed, whole-school approaches to teaching and learning. The focus of the peer observation must be determined before the practice takes place. This ensures all participants in the process are clear about the intention. Peer observations will only be successful if they are viewed as a collegiate activity based on trust. To improve the practice of guided reading, peer observations can be arranged across Year levels or within a Year level depending on the focus.
A framework for the observations is useful so that both parties know what it is that will be observed. It is important that the observer note down what they see and hear the teacher and the students say and do. Evidence must be tangible and not related to opinion, bias or interpretation Danielson, Noting specific examples of engagement and practice and using a reflective tool allows reviewers to provide feedback that is targeted to the evidence rather than the personality.
Finding time for face-to-face feedback is a vital stage in peer observation. It is through collaborative reflection and evaluation that teaching and learning goals and the embedding of new practice takes place Principles of Learning and Teaching [ PoLT ]: Action Research Model.
Teacher Observation template example. For in practice examples, see: Guided reading lessons. Christie, F. Language Education in the Primary Years. Department of Education, Victoria Teaching Readers in the Early Years. Department of Education, Employment and Training, Victoria Professional Development for Teachers in Years 3 and 4: Reading. Dewitz, P. In The Reading Teacher, 56 5 , Duke, N. Farstrup Eds. Fisher, D. Thousand Oaks, California: Sage Publications.
Hall, K. This can be a difficult aspect of guided reading to manage. Also, the reading must serve a purpose. If the learning objective is not clear, the session will not have fulfilled its objective. In order to ensure that the benefits of guided reading are not undermined by the disadvantages, it is important that the sessions are well organized, focused and resourced. Ensure that guided reading sessions are not used as a time for group reading.
The point is not for children to read in turn, but to read individually. Make sure that there is a clear, focused learning objective and that the session is geared towards this objective. Be flexible when grouping individual students and allow fluidity from one group to another. Choose appropriate texts and allow time to discuss the text.
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