Towards the end of Chapter 4 by Diane Larson-Freeman, she urges readers to “…make the bridge between this book and your teaching situation” (50). This book is a constant reminder for pedagogues and developing teachers to reflect and evaluate their own teaching habits to determine if they are offering students the best possible education. The goal of this method is to increase communicative competence in the second language. This is accomplished through memorization, repetition, and a series of drills that build up and add different skills as student’s progress. In my teaching situations, I use aspects of the Audio-Lingual method, especially in an English Conversation Club I facilitate.…
pace. When the text is at the instructional level, the reading is slightly slower and she reads word-by-word for…
Jarrod will be instructed to read the passage while he is being recorded. Then, Jarrod will be asked to reflect on how well he think he read the passage. Then, Jarrod will listen to himself read the passage. Ms. Coomer will then read the passage to Jarrod and have compare what was different between the two readings, placing specific emphasis on reading rate. During the next intervention, Jarrod will practice reading the same passage aloud while he is being recorded. Jarrod will then listen to the two recordings from the previous lesson and from this lesson and compare his reading. If it seems there is no improved, Ms. Coomer and Jarrod will practice assistive reading, where Ms. Coomer will read the passage next to him. During the next intervention, Jarrod will practice assistive reading with Ms. Coomer, if he feels more confident in the passage, Ms. Coomer and Jarrod will practice reading the passage twice using choral reading. Then Jarrod will read the passage by himself and listen to the previous lesson’s recording and comment on his reading rate. This intervention will continue for two weeks. If Jarrod reaches the expected reading rate for the chosen passage, he will work on the next highest…
For paradigm: The child observes the pictures from the story to get a fine clue, “I believe the word munching rhymes with crunching because the ending sounds the same. In following this presents children the opportunity, to observe the skillful strategies, utilized to require adaptable thinking skills, not a repetition of memory. Another positive aspect of creating a group time around the story, the teacher and students should reexamine their prior prospects and see “how ” adjacent everyone’s thoughts were. The teacher should ask questions such…
Learning to read is a very important skill necessary for a productive and successful life. Reading helps lead to a successful academic career. Everything we learn comes from reading. The Action Reading program focuses on a systematic phonics instruction. Comprehension, vocabulary, fluency, phonemic awareness, and phonics are the main critical areas of effective reading instruction. . All areas of effective reading instruction have been described and what lessons Avery and Dale learned from the program.…
Goal 1.03 – The students will demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive text appropriate for a grade level and course literary focus.…
Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text- dependent questions that compel them to examine the meaning and structure of Pollan’s reporting. Therefore, rereading is deliberately built into the instructional unit.…
Some characteristics to look for in a reading approach are engaging strategies for low, middle, and high achieving students that provide meaningful experiences and develop literacy skills. Some activities that can be used to increase students’ reading skills is repeated readings, concepts of print, comprehension strategies like predicting and asking questions, and building vocabulary by creating word walls. These activities can be implemented in small groups or partnered work and as a whole group.…
I currently approach the reading in the course very cautiously. When reading any of the material in or out of class, I take my time. It is important to do so because by going to quick, there is a chance of missing some of the material. By reading slowly I can assure myself that I have better chance of taking in more information. Also by removing myself from any distractions, I can concentrate harder on the things that I am reading. Preparing for my reading sessions in advance helps to optimize my chance of greater concentration on my reading materials.…
Stated by Ruskey (2011), Samuels work from the 1970’s continues to have influence in the field of reading strategies that focus on practice and repetition (p.19). Samuel (1979) found four supporting findings for his work in repeated reading, first, the original findings had been replicated to a high degree of accuracy and speed develops in the practiced text; next, there is a transfer of fluency to other portions of the text, even the parts that were not specifically practiced; then, repeated reading is the most universally used remedial reading technique to help poor readers improve reading skill; Finally, repeated reading is now widely used widely to teach reading in foreign languages (p.381). An important finding in Samuel’s work demonstrated that as the student continued to use this method, the data revealed that the student speed with each new passage increased from the previous one (Ruskey, 2011, p.19). The author hypothesizes that 4th grade ELL students will improve their reading fluency score due to repeated reading in small group…
In comparison, when students are reading with a teacher they are more nerves and more likely to make mistakes when reading. Maisinger, Schwanenflugel, Bradley, and Stahl (2004) in their study concluded when students are given the opportunity to participate in partner reading they have higher self confidence based on the positive feedback they receive from their partner. The research also measured students ability to stay on task when given the responsibility of reading with a selective partner. Students did follow directions and worked according to the given instruction (pp. 134- 137). Helping students improve their fluency is helping them over come those challenging words they continue to struggle with. Students also need to build confidence when they are reading to avoid making mistakes when they are reading. They need to have a sense of confidence when they read to someone else, and by hearing how their partner read aloud will allow readers to have an reading expectation from someone their age. The study did not mentioned students with learning disabilies or ELL, but this can be adaptable to them by placing them with students who are closer to their reading level and not their grade reading level. The study making the connection of improving fluency with the use of peer assistance with help the four students participating in the literacy intervention by assisting the person who is reading. They will be able to help each other by reading those unknown words and listening to how to read in a normal reading paist.- Check if anything else needs to added to this…
Since the beginning of recorded history, scholars and educators knew that reading was important. For the past four centuries, reading instruction has been the core of learning. Learning to read was essential for students since, if they were unable to read, they did not have exposure to the writings of the great thinkers of Greece and Rome. Without that exposure, the newest of the great thinkers would have been unable to pass down their philosophical thoughts and teachings to the next generations of readers, and learning, for any subject, would be dead. Various methods have been researched and taught, from the alphabet and spelling to phonics and whole language. How to teach reading has had its many challenges and controversies, and numerous studies have been conducted to determine what the best and most effective strategy is for teaching reading.…
Guided/group reading - This takes place in small groups within the class while other pupils are working independently.…
Reading Intervention: This chapter involves explicit and systematic reading and writing levels, extensive instruction in phonics, grammar, and word-attack strategies, guided reading and content standards, teacher assessment and correction of skills, and self-assessment (goals or achievements).There are many strategies that can start any struggling reader and one of them is the” Give Me 5 –S” cycle. This strategy helps the student feel comfortable about reading and engages the student to retain the story that he/she has read.…
The projects in part 3 are based around a number of themes, each one includes exam-style tasks that assess reading and writing in real-life situations. Some include ideas for speaking, listening and communication tasks. Extension activities are included to enable your learners to apply…