Week 5: Assignment 3


The reader is a generally strong reader so I gave her a bit of a more challenging text that was within her ability. Most of her mistakes seemed to come from the speed with which she is used to reading, and she made mistakes with words she probably could have sounded out if she had paused and taken the time to, instead of trying to breeze through it. Because she was very focused on the speed, her comprehension of the text was weak. 

ELA CC Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Objective: Have the reader reading with fewer mistakes and with greater comprehension by allowing her to focus on the words she is reading, as opposed to her speed. 

Learning Activities: Give the student a new text and tell her that every time she makes a mistake, a funny sound is going to go off (this will engage her) and she should start from the beginning of that line. If she ever gets stuck at a word and she doesn't want to make a mistake with it, she should look at the teacher, and they will sound it out together. 
(This activity will force the reader to slow down and become more cognizant of the mistakes she is making, and to realize strategies she can use to fix it.) 
The teacher will then ask questions about the text, and see how well the student answers now that she has slowed the pace down. 

After practicing with that text, give the student a new text and tell her you are timing her. This time, however, she is on her own and every mistake she makes will add five seconds to her time, unless she paused and used a reading strategy in an attempt to figure it out. 
This will be a good way to assess how the student is balancing her speed together with pausing by words that are challenging to try and logically figure out how to read it, instead of just guessing how it's pronounced and continuing. 
The teacher will then ask questions to gauge how well the student understood the new text using a better reading pace. 

Comments

Post a Comment

Popular posts from this blog

What I Learned from Sheila Owen's Literacy Instruction

B"H  The video about Sheila Owen ’s kindergarten class in Beaumont, California taught me a tremendous amount about literacy instruction. I really appreciated how she planned the lesson in a way that gave the children the confidence and tools to engage in literacy activities independently. In the “Read Aloud” session with the children, I noticed the way she turned the children’s attention to all the details of the book, starting with the title, author, and illustrator, and continuing with the title page. She didn’t take for granted that her students understood these elements and pointing them out illustrated to her students that they are important, and ensured that her students would pay attention to them when they read independently. I also noted the way she asked them to predict what would happen and checked for their understanding of certain words. Through watching the video I also gained a greater understanding of the value of a word wall as I watched the children co...
Read more

My Understanding of ELA Instruction

B"H ELA instruction is comprised of five different components: reading, writing, speaking, listening, and language. Each of these components is vital, and are not just addressed in English Language Arts, but across disciplines as well.  The complexity and the breadth of the standards expected in each of these areas increase with the grade level. For example, the sophistication of vocabulary expected rises with the age level, and as the children grow older they are required to understand the type of language to use depending on who they are interacting with and how they are interacting. The standards for ELA instruction ultimately aim to help educate children to become effective communicators and discerning consumers of knowledge and information.
Read more

Critique on "A Bear of a Poem: Composing and Performing Found Poetry" Lesson Plan

I really enjoyed reading through this lesson plan and thought it did a great job of engaging the students through having them write the found poem as a class. I thought adding the element of performing the poem in front of family brilliantly created an excitement in the students that they will likely always associate with poetry. In addition, I thought this lesson plan did a great job slowly scaffolding the students' knowledge, beginning with guided reading and the modeling of found poetry, then slowly getting the children involved, and eventually enabling them to work independently.  The one tweak I would make to this lesson is to have the children vote on the books they would use. This will give them an added sense of ownership and pride in their work, leading them to be even more engaged in the lesson.
Read more