Looking Closer

Shared Reading

·         Shared Reading is great for all different levels. Some readers are fluent and may be able to read the text themselves. They can gain skills besides for the actual reading the words (intonation, pauses, etc.) Other readers will be able to follow along as the rest of the class is reading aloud. During shared reading, there is something for everyone to learn.

·         During shared reading, the class discusses together what they are reading. When a student gets stuck, and tries to figure out what a word says, the teacher commends him for trying, and helps him try even more. She doesn’t just give away the answer.

·         Shared reading promotes literacy in many ways. The students can all be involved in shared reading. Many times shared reading texts are harder than independent reading levels. The students get to enjoy reading something with a little more substance than their usual books. Being involved and interested motivates students to want to read more. Additionally, the phonics lesson that the teacher introduced during shared reading is helpful for them to read on their own.

Guided Reading

·         When students verbalize their strategies, they are making themselves aware of the strategies they are using, as well as teaching them to their friends. When strategies are spoken and applauded, students will want to use those strategies as well.

·         The teacher helps her students build meaning by asking them thinking questions. Questions in which they are not spoon-fed the information, but instead, have to think about them for themselves. For example: How would you fill in the blank in this sentence? Why do you think he is buying boots? Where are the boots now? Questions like these will attach meaning to the text.

Differentiated Instruction

·         The teacher arranges her classroom with different reading groups. One girl would learn spelling with a student teacher. Two students are very fluent readers, so Ms. Perez allowed them to choose what they want to read about, and then taught them how to take notes. It is important to allow each student to work on their specific needs.

·         Reading and writing are connected in Ms. Perez’s classroom in many ways. The example of the little girl and the student teacher, the student reads a word, and then needs to spell it by herself. With the fluent readers, they take notes on what they are reading.

Assessment

·         Ms. Perez uses ongoing individual assessment to base her lessons on. She sees what the students need to work on, and which students need extra help. Additionally, she learns about each reader and can divide them into groups based on their level and what they need to work on.

·         The class profile is great as you can see at a glance what levels the students are up to. Some have completed a year’s work in only a couple of months. Some aren’t advancing enough. Ms. Perez can then help these students keep up with the class, and can divide them accordingly into groups.

·         Ongoing assessment is important for every teacher to incorporate into her lessons. In my classroom, I would like to constantly assess students so that I can see what they are up to, what they need help with, and how I can change my instruction to cater to each individual student.