Learning Task#1
Anticipation Guide
What Do You Do (What does
your cooperating teacher do)?
Fluency (the ability to read accurately, with proper phrasing
and intonation, and to understand what you're reading) and word study (the
ability to decode words and understanding their meaning) are key concepts in
intermediate-grade reading programs. Consider how you teach and provide
opportunities for practice in these areas (if you do not teach currently, draw
upon the observation experience or personal experience). Complete the Fluency and Word Study Chart (PDF), outlining
how your literacy program (or cooperating teacher’s program) advances students'
reading fluency and word development.
Think about these questions before completing the Fluency and
Word Study Chart:
• What texts and
materials do teachers have in their classrooms that support students'
development of fluent reading?
The classrooms that I am observing have many books in
each of them for the students to read and practice their fluency. They also
have vocabulary charts around the room that they add to each week. I think this
is a great strategy to use, because the students can always look at these
charts and refer to the words whenever they need to. Also the AIS reading
teacher pushes into the classrooms for the students who need extra help.
• How do they select
vocabulary to teach in all areas of your curriculum?
The teachers follow along with the modules that are
provided. Also, the teachers introduce new vocabulary that goes hand-in-hand
with the stories that they are reading. The students use their notebooks to add
new and difficult vocabulary to their vocabulary charts (while they are reading
independently).
• How much time do
they allocate to word study?
Each day the students follow a daily routine that
includes this in each lesson. The teachers also have the students define and
make sentences (for homework) using the words they wrote in their vocabulary
charts.
• What
word study routines do they teach and encourage their students to use?
The teachers encourages the students to try and sound out
the words they are struggling with. They also teach the students to break up
the word (first reading the first part of the word…then the second…then putting
it all together). Another routine the teachers do is having the “vocabulary
chart.” The students add vocabulary words that they are struggling with to this
chart. Then for homework they have to define the word and use it into a
sentence. Lastly the teachers always go over new vocabulary words that may be
difficulty in the next chapters before reading them.
• How do they
differentiate instruction and tasks based on their students' needs?
The students who need extra help work in small groups
with the AIS reading teacher. The AIS reading teacher pushes into the
classrooms instead of taking the students who need extra help out of the
classrooms now. I think this is a great technique to use. The students who need
extra help get to stay in the classroom and follow along with the class. If
they are struggling or need help the AIS teacher is right there to help. Also
the teacher is always there to help as well.
Learning Task#2
Watch video clip segment#1 onFluency and Word Study
In
the first segment, Professor Allington discusses practices that improve
fluency: providing students with texts they can easily read, giving students
extended time to read, and teaching students to monitor their own
comprehension. (If you are watching the video in segments, you will find
this image at the beginning of the video.)
Assignments#2
1. How can you ensure that
your struggling readers have access to texts they can easily read?
Teachers can ensure that your struggling readers
have access to texts they can easily read by having books that are ready for
students to read that they are interested in reading and able to read. One example
in the video was a teacher had a collection of different books in her room that
were categorized by genre. Then the students had to choose a book that was “just
right.” This is a very important step. Students who choose books that are too
difficult will get discouraged, and students who pick books that are “too easy,”
will not be practicing and building on their fluency. Students need to practice
reading so they can build their fluency.
2. How can you foster a
learning environment in which students have many opportunities to practice
reading?
One way you can foster a learning environment in
which students have many opportunities to practice reading is creating a
library of books. You can create a library of a combination of different books
for the students to read. You will be spending the same amount of money buying
25 books that are the same and buying 25 different books. This way you will
have a collection of different books that the students can read and become interested
in. Students who are intreseted in reading a book will be more engaged and
willing to practice their reading fluency.
3. Describe ways in which you
can model fluent reading in your classroom throughout the day.
One way you can model fluent
reading in your classroom throughout the day is reading out loud to your class.
This will allow the students to practice while they are following along while
you are reading. Also the students will be able to easily comprehend the story
because they can focus more on that then reading and decoding the words that
they are struggling with.
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